Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District

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Charles Infurna Donna Riter Susan Schultz

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.

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INFURNA, Charles; RITER, Donna; SCHULTZ, Susan. Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District. International Electronic Journal of Elementary Education, [S.l.], v. 11, n. 1, p. 1-7, sep. 2018. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/574>. Date accessed: 19 oct. 2018.
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