ERIC Number: EJ1424509
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: EISSN-1523-5890
The Influence of Student Language and Student-Teacher Relationships on Student-Specific Teacher Self-Efficacy in Early Childhood
Christina N. Wood; Patricia H. Manz; Brook E. Sawyer; Qiong Fu
Bilingual Research Journal, v47 n2 p134-148 2024
Teacher self-efficacy (TSE) changes according to context. Limited research has been conducted to understand how TSE can vary in relation to student characteristics or the student-teacher relationship (STR) in preschool. The aims of the current study were to 1) examine student-specific TSE variability among monolingual English-speaking and Spanish-speaking dual language learners (DLLs) and 2) examine the extent to which STR quality moderates the relationship between student language and student-specific TSE. Results demonstrated that when controlling for closeness in the STR, teachers felt higher levels of student-specific TSE in the domains of instructional support and student engagement for English-speaking students versus DLLs. However, teachers reported equal levels of student-specific TSE in the domains of behavior management and emotional support irrespective of student language. Secondly, STR quality did not significantly moderate relationships between language and student-specific TSE. Limitations and future research directions are discussed.
Descriptors: Self Efficacy, Teacher Student Relationship, English, English (Second Language), Second Language Learning, Preschool Education, Bilingualism, Learner Engagement, Teacher Attitudes, Monolingualism, Student Characteristics, Classroom Techniques, Student Behavior, Comparative Analysis, Preschool Teachers, Teacher Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A