What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?

2013-10-04This study applies the Social Cognitive Concept of Self-Efficacy (Bandura, 1977) to understand the impact of self-efficacy on the development of early childhood teachers’ self-efficacy. The purpose of this study was to investigate the relationship between early childhood teachers’ training and the development of their self-efficacy. Furthermore, this study explored possible inputs for self-efficacy outside of teacher training. A mixed methods approach was used to collect data from 79 participants nationwide. An online survey was administered to collect quantitative data, and correlational analysis was used to determine whether relationships existed between self-efficacy and participants’ fieldwork experience, content knowledge, and teaching experience. Qualitative data was collected through 12 semi-structured interviews. The interviews were transcribed, and open coding was conducted to identify themes. A statistically significant finding from this study showed teachers with an Early Childhood major presented higher self-efficacy, as compared to teachers with an education-related major. This finding was supported by qualitative themes. Additional findings included themes of co-teachers as mentors and teachers’ prior professional experiences in child-related programs. This study attempted to bridge a gap in self-efficacy research between pre-service teacher training in the K-12 workforce and the early childhood teachers’ workforce. It also explored what efficacy sources exist outside of early childhood teacher training