Document Type

Article

Publication Date

9-29-2018

Abstract

The aim of the present study is to determine what teacher variables are predictive of preschool teacher self-efficacy in an urban school district. A total of 83 preschool teachers participated in the study. Teacher variables, such as years of teaching experience, job satisfaction, location of employment, age, and self-efficacy were included in a series of ANOVA analyses. Linear regression modeling reported years of teaching experience outside the birth-2nd grade setting (β= -.232, t(1,79) = -2.124, p< .05) and job satisfaction (β = .294, t(2,78) = 2.793, p< .01) were statistically significant predictors of preschool teacher self-efficacy. This study found that teachers with a greater amount of teaching experience outside of the birth-2nd setting feel less efficacious about themselves and their abilities to positively influence student achievement and outcomes in the preschool classroom. Further policy implications, such as hiring practices are discussed.

DOI

https://dx.doi.org/10.26822/iejee.2018143929

Comments

© 2018 Published by T& K Academic. This is an open access article under the CC BY- NC- ND license.

This article was originally published in the International Electronic Journal of Elementary Education. It can also be viewed on the journal's website: https://dx.doi.org/10.26822/iejee.2018143929

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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