Literaturnachweis - Detailanzeige
| Autor/inn/en | Pressley, Tim; Rangel, Rachel |
|---|---|
| Titel | Elementary Teacher Self-Efficacy after a Year of Teaching during COVID-19 |
| Quelle | In: Psychology in the Schools, 60 (2023) 9, S.3284-3297 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Pressley, Tim) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22921 |
| Schlagwörter | Elementary School Teachers; Self Efficacy; Time Perspective; COVID-19; Pandemics; Awards; Predictor Variables; Classroom Techniques; Fatigue (Biology); Emotional Response; Achievement; Administration; Social Support Groups; Teachers Sense of Efficacy Scale |
| Abstract | This study aimed to explore teacher self-efficacy after a year of teaching during the COVID-19 pandemic. Specifically, this study looked to replicate and extend previous research that explored teacher self-efficacy during COVID-19. The current study included 316 participants from the United States who completed the Teacher Self-Efficacy Scale. The results found that teachers who had previously won Teacher of the Year (TOY) awards was a significant predictor of total, instructional, and classroom management self-efficacy. Additionally, emotional exhaustion and personal accomplishment significantly predicted all four self-efficacy scales. Finally, administrative support significantly predicted engagement and classroom management self-efficacy. The current study provides suggestions of variables that influenced teacher self-efficacy at the end of the 2020-2021 school year, which was impacted by COVID-19. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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