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. 339-351Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0300-4430; 1476-8275
DOI	10.1080/03004430.2017.1323888
URN	urn:nbn:de:0111-pedocs-176073
Schlagwörter	Faktorenanalyse; Einstellung (Psy); Emotionale Intelligenz; Selbstwirksamkeit; Baden-Württemberg; Berufsausbildung; Deutschland; Erzieher; Faktorenanalyse; Kind; Kindergarten; Kindertagesstätte; Studium; Sprachkompetenz; Qualifikation; Leistungsbeurteilung; Förderung; Überzeugung; Selbstwirksamkeit; Förderung; Kind; Vorschulalter; Kindergarten; Kindertagesstätte; Leistungsbeurteilung; Soziale Kompetenz; Sprachkompetenz; Mathematische Kompetenz; Überzeugung; Berufsausbildung; Qualifikation; Studium; Erzieher; Baden-Württemberg; 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.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1