Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education
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| Title: | Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education |
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| Language: | English |
| Authors: | Harri Pitkäniemi (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(5):1705-1715. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Teacher Effectiveness, Self Efficacy, Early Childhood Education, Early Childhood Teachers, Foreign Countries, Teacher Attitudes, Self Evaluation (Individuals), Predictor Variables, Educational Planning, Program Implementation, Leadership, Mastery Learning, Arousal Patterns, Teacher Student Relationship, Social Influences |
| Geographic Terms: | Finland |
| DOI: | 10.1007/s10643-024-01713-w |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | The aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional's self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers' pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470520 |
| Database: | ERIC |
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| Abstract: | The aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional's self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers' pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01713-w |
