Teacher efficacy in an early childhood professional development school



Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor teachers to share their knowledge with teacher candidates over extended placements, typically more than 100 hours. Preschool through fourth grade teachers participated in pre and post surveys and in a focus group discussion. Analysis revealed strong efficacy across instructional and management aspects of teaching but relatively weaker teacher confidence in assisting families to support their children’s success. Findings also suggest that early childhood teachers in this PDS setting believe it is their responsibility to nurture strong self-efficacy among their students.


Teacher self-efficacy, Early childhood teacher efficacy, Professional development school mentor teachers

Paper Details

Paper Details
Topic Early Childhood Education
Pages 189 - 198
Issue IEJEE, Volume 7, Issue 2
Date of acceptance 01 March 2015
Read (times) 830
Downloaded (times) 418

Author(s) Details


University of Wisconsin La Crosse, United States


University of Wisconsin La Crosse, United States


Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84(2), 191 – 215.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Beaty-O’Ferrall, M.E. & Johnson, F.W. (2010). Using supportive team building to promote improved instruction, student achievement, and collaboration in an urban professional development school. School University Partnerships, 4(1), 56 – 64.

Castle, S., Fox, R., & Souder, K. (2006). Do professional development schools (PDSs) make a difference? A comparative study of PDS and non-PDS teacher candidates. Journal of Teacher Education, 58(1), 65 – 80.

Cobb, J. B. (2000) The impact of a professional development school on pre-service teacher preparation, in-service teachers’ professionalism, and children’s achievement, Action in Teacher Education, 22(3), 64–76.

Copple, C. & Bredekamp, S., eds. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. Washington DC: NAEYC.

Darling-Hammond, L. (2007). The story of Gloria is a future vision of the new teacher. Journal of Staff Development, 28(3), 25 – 26.

Guba, E. G. & Lincoln, Y. S. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. San Francisco: Jossey-Bass.

Guo, Y., Justice, L., Sawyer, B. & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27, 961 – 968.

Harris, M. M. & Van Tassell, F. (2005). The professional development school as learning organization, European Journal of Teacher Education, (28)2, 179–194.

Holmes Group. (1990). Tomorrow’s schools: Principles for design of professional development schools. East Lansing, MI: Author.

Klassen, R. & Chiu, M. (2010). Effects on teacher self-efficacy and job satisfaction; Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741 – 756.

Lee, Y. A. & Hemer-Patnode, L. (2010). Developing Teacher Candidates' Knowledge, Skills, and Dispositions to Teach Diverse Students. Journal of Instructional Psychology, (37)3, 222 – 235.

McCormick, T. M, Eick, C.J., & Womack, J. S. (2013). Culturally responsive teaching: Awareness and Professional Growth through a school-university collaboration. School University Partnerships, 6(1), 6 – 14.

McGinty, A. S., Justice, L. M., & . Rimm-Kaufman, S. E. (2008). Sense of school community for preschool teachers serving at-risk children. Early Education & Development, 19, 361-384.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.

Sandoval-Lucero, E., Shanklin, N.L, SoBel, D.M., Townsend, S. S., Davis, A. & Kalisher, S. (2011). Voices of beginning teachers: Do paths to preparation make a difference? Education, 132(2), 336 – 350.

Shroyer, G., Yahnke, S. Bennett, A. & Dunn, C. (2007). Simultaneous renewal through professional development school partnerships. The Journal of Educational Research, 100(4), 211 – 224.

Teitel, L. (2003). The professional development school handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.