Teacher Efficacy and Teacher Efficacy and Teacher BehaviorsTeacher Behaviors

Xin GaoXin GaoMeg GravilMeg Gravil

University of KentuckyUniversity of Kentucky

BackgroundBackground

TeachersTeachers’’ self-efficacy is positively related to self-efficacy is positively related to student achievement (Goddard, Hoy & Woolfolk, student achievement (Goddard, Hoy & Woolfolk, 2000)2000)

TeachersTeachers’’ judgments about her/his capabilities judgments about her/his capabilities has powerful effects on her/his behaviors has powerful effects on her/his behaviors (Tschannen-Moran & Hoy, 2001) (Tschannen-Moran & Hoy, 2001)

The mechanism by which teacher self-efficacy The mechanism by which teacher self-efficacy exerts an influence on student achievement exerts an influence on student achievement relates to the influence of teacher self-efficacy relates to the influence of teacher self-efficacy on classroom quality and practices (Goddard & on classroom quality and practices (Goddard & Goddard, 2001)Goddard, 2001)

BackgroundBackground However, very few studies have directly However, very few studies have directly

explored the hypothesized relations between explored the hypothesized relations between self-efficacy and student achievement with self-efficacy and student achievement with respect to the potential moderating role of respect to the potential moderating role of classroom quality.classroom quality.

Researchers have reported a discrepancy, or at Researchers have reported a discrepancy, or at best only a small correlation, between self-best only a small correlation, between self-reported beliefs and actual classroom behaviors reported beliefs and actual classroom behaviors of teachers (Bryant, Clifford, & Peisner, 1991; of teachers (Bryant, Clifford, & Peisner, 1991; Charlesworth, Hart, Burts, & Hernandez, 1991; Charlesworth, Hart, Burts, & Hernandez, 1991; Hyson, 1991; Kemple, 1996).Hyson, 1991; Kemple, 1996).

Purpose of StudyPurpose of Study

Describe teachersDescribe teachers’’ beliefs about self- beliefs about self-efficacy efficacy

Describe teachersDescribe teachers’’ actual interactions with actual interactions with children in the classroomchildren in the classroom

Illustrate the differences between beliefs Illustrate the differences between beliefs and behaviorsand behaviors

MethodsMethods Thirty nine (39) classroom teachers were Thirty nine (39) classroom teachers were

asked to complete the self-efficacy scale-asked to complete the self-efficacy scale-the Ohio State teacher efficacy scalethe Ohio State teacher efficacy scale (OSTES)(OSTES)

Teacher-child interactions were observed in Teacher-child interactions were observed in thirty seven (37) classrooms using thirty seven (37) classrooms using Classroom Assessment Scoring System-Classroom Assessment Scoring System-Pre-K version Pre-K version (CLASS) and (CLASS) and Emerging Emerging Academic Snapshot (SNAPSHOT)Academic Snapshot (SNAPSHOT)

TeachersTeachers’’ Self-Efficacy Self-Efficacy• Student Engagement (4 items)

• Classroom Management (4 items)

• Instructional Strategies (4 items)

• Strategies for Children with Special Needs (6 items)

TeachersTeachers’’ Self-Efficacy: Results Self-Efficacy: Results On a 9 point scaleOn a 9 point scale

Teacher scored an average 7.32 on Student Teacher scored an average 7.32 on Student Engagement (min 3.17, max 9.00 range 0-9)Engagement (min 3.17, max 9.00 range 0-9)

Teacher scored an average 7.25 on Instructional Teacher scored an average 7.25 on Instructional Strategies (min 3.17, max 9.00 range 0-9)Strategies (min 3.17, max 9.00 range 0-9)

Teacher scored an average 7.03 on Classroom Teacher scored an average 7.03 on Classroom Management (min 3.17, max 9.00 range 0-9)Management (min 3.17, max 9.00 range 0-9)

Teacher scored an average 6.62 on Strategies for Teacher scored an average 6.62 on Strategies for Children with Special Needs (min 3.17, max 9.00 Children with Special Needs (min 3.17, max 9.00 range 0-9)range 0-9)

Classroom Assessment Scoring Classroom Assessment Scoring System- System- (CLASS)(CLASS)

Emotional Support (1-7)Emotional Support (1-7)• Positive ClimatePositive Climate• Negative ClimateNegative Climate• Teacher sensitivity Teacher sensitivity • Regards for student perspectivesRegards for student perspectives

Classroom Management (1-7)Classroom Management (1-7)• ProductivityProductivity• Behavioral ManagementBehavioral Management• Instructional learning FormatsInstructional learning Formats

Instructional Strategies (1-7)Instructional Strategies (1-7)• Concept Development Concept Development • Quality of FeedbackQuality of Feedback• Language Modeling Language Modeling

Results of CLASSResults of CLASS

On a 1 to 7 scaleOn a 1 to 7 scale Teachers scored an average 5.06 on Teachers scored an average 5.06 on

Emotional Support Emotional Support Teachers scored an average 4.50 on Teachers scored an average 4.50 on

Classroom ManagementClassroom Management Teachers scored an average Teachers scored an average 1.811.81 on on

Instructional SupportInstructional Support

CLASS comparisonsCLASS comparisons

KentuckyKentucky Other studiesOther studies

MinimumMinimum MaximumMaximum MeanMeanMulti-State Multi-State & SWEEP & SWEEP

meansmeans

Tulsa (pre-Tulsa (pre-K) meansK) means

Emotional Emotional SupportSupport 1.671.67 5.415.41 3.993.99 3.803.80 3.863.86

Classroom Classroom ManagementManagement 2.962.96 6.596.59 4.874.87 4.624.62 4.94*4.94*

Instructional Instructional SupportSupport 1.001.00 4.254.25 2.052.05 2.562.56 3.10*3.10*

*Tulsa pre-K study did not collect data on one indicator in each of these two dimensions

Correlations Correlations Instructional Instructional

SupportSupportEmotional Emotional SupportSupport

Classroom Classroom OrganizationOrganization

Student Student EngagementEngagement 0.0260.026 0.360.36 0.250.25

Instructional Instructional StrategiesStrategies 0.0860.086 0.43*0.43* 0.320.32

Classroom Classroom ManagementManagement 0.0120.012 0.340.34 0.220.22

Strategies for Strategies for Children with Children with Special NeedsSpecial Needs

-.017-.017 0.270.27 0.240.24

* Statistically significant at .05

Correlations, conCorrelations, con’’tt

As teachersAs teachers’’ years experience in the field increased, years experience in the field increased, ““Positive ClimatePositive Climate”” scores increased ( scores increased (rr = -.357, p < .01) = -.357, p < .01)

As teachersAs teachers’’ views about their current position views about their current position increased, increased, ““Regard for Student PerspectivesRegard for Student Perspectives”” increased increased ((r r = .361, p < .05)= .361, p < .05)

As teachersAs teachers’’ experience in current program increased, experience in current program increased, beliefs in efficacy regarding classroom engagement beliefs in efficacy regarding classroom engagement increased (increased (r r = .318, p < .05)= .318, p < .05)

As teachersAs teachers’’ experiences in current program increased, experiences in current program increased, beliefs in efficacy regarding classroom engagement beliefs in efficacy regarding classroom engagement increased (increased (r r = .441, p < .01)= .441, p < .01)

SNAPSHOT: Teacher-child SNAPSHOT: Teacher-child engagementengagement

0.83 0.52 0.231.58

8

2.8 2.1

12.9

19

9.3

1.02

29.32

Lead Teacher AssistantTeacher

Other Adults All Adults

Per c

ent o

f tim

e sp

ent i

n en

gage

men

t

Literate

Scaffolds

Didactic

Emerging Academics Snapshot Emerging Academics Snapshot (SNAPSHOT)(SNAPSHOT)

Ecobehavioral assessment: momentary time Ecobehavioral assessment: momentary time sampling datasampling data

Provides information about activity setting and Provides information about activity setting and engagement in pre-academic activitiesengagement in pre-academic activities

5 sections:5 sections:• Activity Setting (meals, whole group, etc)Activity Setting (meals, whole group, etc)• Peer Interaction (parallel, simple social, etc)Peer Interaction (parallel, simple social, etc)• Child Engagement (read to, math, social studies, etc)Child Engagement (read to, math, social studies, etc)• Adult Interaction (no response, elaborated, etc)Adult Interaction (no response, elaborated, etc)• Teacher-Child Engagement (scaffolds, didactic, etc)Teacher-Child Engagement (scaffolds, didactic, etc)

Classroom profilesClassroom profiles Created to illustrate characteristics of Created to illustrate characteristics of

classrooms with high quality as measured classrooms with high quality as measured by CLASS and SNAPSHOT scoresby CLASS and SNAPSHOT scores

Characteristics, when combined, depict Characteristics, when combined, depict practices amenable to positive outcomes practices amenable to positive outcomes for childrenfor children

Describe classroom climate (CLASS) and Describe classroom climate (CLASS) and ways teachers engage children ways teachers engage children (SNAPSHOT)(SNAPSHOT)

Profile 1: Instructional Support and Profile 1: Instructional Support and ScaffoldsScaffolds

Teachers in Teachers in lowlow IS and IS and lowlow Scaffolding Scaffolding classrooms reported classrooms reported Personal ProfessionalismPersonal Professionalism ratings ratings almostalmost significantly lower than teachers significantly lower than teachers in in highhigh IS and IS and highhigh Scaffolding classrooms Scaffolding classrooms

Personal professionalism indicates degree to Personal professionalism indicates degree to which teachers view their current position as a which teachers view their current position as a careercareer

Teachers who were more invested in their Teachers who were more invested in their teaching as a career (as opposed to a job) teaching as a career (as opposed to a job) deliberately facilitated childrendeliberately facilitated children’’s engagement in s engagement in learning activities and higher-order thinking skillslearning activities and higher-order thinking skills

Profile 2: Instructional Support and Profile 2: Instructional Support and LiterateLiterate

Teachers in classrooms with Teachers in classrooms with lowlow IS and IS and highhigh Literate scores reported significantly lower levels Literate scores reported significantly lower levels of of Personal ProfessionalismPersonal Professionalism than teachers in than teachers in classrooms with classrooms with highhigh IS and IS and lowlow Literate scores Literate scores

Teachers less invested in teaching as a career Teachers less invested in teaching as a career are more apt to simply read to children without are more apt to simply read to children without engaging them by asking questions or relating engaging them by asking questions or relating story events to childrenstory events to children’’s real life experiencess real life experiences

Profile 3: Instructional Support and Profile 3: Instructional Support and DidacticDidactic

Teachers in classrooms Teachers in classrooms highhigh in IS and in IS and lowlow in in Didactic reported significantly higher levels of Didactic reported significantly higher levels of Personal ProfessionalismPersonal Professionalism than teachers in than teachers in classrooms classrooms lowlow in IS and in IS and lowlow in Didactic in Didactic

Teachers who view their position as a career Teachers who view their position as a career facilitate richer, more intentional learning facilitate richer, more intentional learning environments that value reciprocity in environments that value reciprocity in engagements with children than teachers who engagements with children than teachers who view their position as merely a jobview their position as merely a job

ImplicationsImplications Teachers may indicate stronger beliefs in their Teachers may indicate stronger beliefs in their

abilities than their actual classroom practices abilities than their actual classroom practices indicateindicate

Professional development may look into teacher Professional development may look into teacher training, focusing on detailed practice guidelines training, focusing on detailed practice guidelines instead of general principlesinstead of general principles

Further QuestionsFurther Questions

Do teachers understand what constitutes Do teachers understand what constitutes quality in early childhood education?quality in early childhood education?

What is the reason for disconnect between What is the reason for disconnect between teacher beliefs and practices?teacher beliefs and practices? How can this gap be bridged?How can this gap be bridged?

Do teachers have sufficient knowledge Do teachers have sufficient knowledge and skills to implement best practices?and skills to implement best practices?