Teachers' Perceived Self-Efficacy and Sense of Inadequacy across Grade 1: Bidirectional Associations and Related Factors

Autor/inn/en	Rokala, Ville; Pakarinen, Eija; Eskelä-Haapanen, Sirpa; Lerkkanen, Marja-Kristiina
Titel	Teachers' Perceived Self-Efficacy and Sense of Inadequacy across Grade 1: Bidirectional Associations and Related Factors
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 7, S.1166-1181 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rokala, Ville) ORCID (Pakarinen, Eija) ORCID (Eskelä-Haapanen, Sirpa) ORCID (Lerkkanen, Marja-Kristiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2116482
Schlagwörter	Teacher Attitudes; Self Efficacy; Elementary School Teachers; Grade 1; Foreign Countries; Teacher Effectiveness; Stress Variables; Teacher Burnout; Symptoms (Individual Disorders); Teacher Student Relationship; Behavior Problems; Emotional Problems; Well Being; Finland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Burnout-syndrom; Burnout; Burnout-Syndrom; Psychiatrische Symptomatik; Teacher student relationships; Lehrer-Schüler-Beziehung; Well-being; Wellness; Wohlbefinden; Finnland
Abstract	The present study investigated bidirectional associations between teachers' sense of inadequacy and self-efficacy and factors related to them across one academic year. Teachers (N = 52) rated their sense of inadequacy and self-efficacy in fall and spring, and reported the number of students in need of support in spring. The results of cross-lagged path models showed that teachers' sense of inadequacy in fall negatively predicted their subsequent self-efficacy, especially in the dimensions of student engagement and classroom management. In addition, teachers' work experience and number of students with need of support in terms of social and behavioral problems were related to teacher self-efficacy (TSE). Based on these findings, the number of students in need of support in the classroom is a critical factor that influences TSE; therefore, teachers may need support to manage students with needs in terms of social and behavioral problems to maintain their sense of high self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01