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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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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