Context Matters: Effects of Student Characteristics and Perceived Administrative and Parental Support on Teacher Self-Efficacy

Autor/in	Stipek, Deborah
Titel	Context Matters: Effects of Student Characteristics and Perceived Administrative and Parental Support on Teacher Self-Efficacy
Quelle	In: Elementary School Journal, 112 (2012) 4, S.590-606 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/664489
Schlagwörter	Poverty; Self Efficacy; Academic Achievement; Grade 5; Minority Groups; Student Characteristics; Teacher Effectiveness; Teacher Attitudes; Teacher Administrator Relationship; Parent Teacher Cooperation; Grade 3; Minority Group Children; Whites; Females; At Risk Students; Correlation; Principals; African American Students; Racial Differences; Hispanic American Students; Barriers + Suchen Sie Ihr Suchwort? Armut; Self-efficacy; Selbstwirksamkeit; Schulleistung; School year 05; 5. Schuljahr; Schuljahr 05; Ethnische Minderheit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; School year 03; 3. Schuljahr; Schuljahr 03; White; Weißer; Weibliches Geschlecht; Korrelation; Principal; Schulleiter; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	The cross-sectional study of factors predicting teacher self-efficacy involved surveys of 473 third- and fifth-grade, predominantly White female teachers in 196 schools. The schools served, on average, a relatively high proportion of students living in poverty and students of color. The findings indicate that the proportion of minority students in teachers' classrooms was positively associated with their self-efficacy when variables correlated with poverty--proportion of students eligible for free and reduced-price lunch and overall academic achievement in the school--were held constant. Teachers' perceptions of the support they received from administrators and parents were also positively associated with teacher self-efficacy. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10