Teachers' Self-Efficacy Beliefs Regarding Assessment and Promotion of School-Relevant Skills of Preschool Children

Autor/inn/en	Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus
Titel	Teachers' Self-Efficacy Beliefs Regarding Assessment and Promotion of School-Relevant Skills of Preschool Children
Quelle	In: Early Child Development and Care, 189 (2019) 2, S.339-351 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1323888
Schlagwörter	Preschool Teachers; Teacher Effectiveness; Self Efficacy; Language Acquisition; Social Development; Emotional Development; Mathematics Skills; Preschool Children; Teacher Attitudes; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Sprachaneignung; Spracherwerb; Soziale Entwicklung; Gefühlsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerverhalten; Ausland; Deutschland
Abstract	This study addresses preschool teachers' self-efficacy beliefs in assessment and promotion of children's early language, social-emotional, and mathematical skills. The aim of the study was to find out to what extent preschool teachers believe to be able to assess and promote those skills, respectively. In a sample of 368 German preschool teachers, average scores in all scales were quite homogenously high. However, average scores of self-efficacy beliefs between the domains differed, with self-efficacy beliefs regarding language skills being the strongest. Self-efficacy beliefs regarding assessment were stronger than in promotion in the social-emotional and the mathematical domain, but not in language. Yet, confirmatory factor analyses indicate that self-efficacy beliefs regarding assessment were highly correlated with self-efficacy beliefs regarding promotion of skills in all three domains. Possible explanations for these results and ideas for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01