The relationship of prior training and previous teaching experience to self-efficacy among graduate teaching assistants.

Autor/inn/en	Prieto, Loreto R.; Altmaier, Elizabeth M.
Titel	The relationship of prior training and previous teaching experience to self-efficacy among graduate teaching assistants.
Quelle	In: Research in higher education, (1994) 4, S.481-497Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/BF02496384
Schlagwörter	Student Achievement; Teaching Assistant; Outcome Expectation; Prior Training; Teaching Behavior
Abstract	Abstract This study, based on the theoretical model of Teacher Self-Efficacy proposed by Denham and Michael (1981), explored the effects of prior training, previous teaching experience, and certain demographic variables on the teaching self-efficacy of graduate teaching assistants. An adapted version of the Self-Efficacy Toward Teaching Inventory (Tollerud, 1990) was administered to a sample of graduate teaching assistants. Graduate teaching assistants with prior training endorsed a significantly higher level of self-efficacy than those with no training. Correlational analyses demonstrated significant positive relationships between prior training and previous teaching experience with level of self-efficacy. Multiple regression analysis indicated that previous teaching experience explained a significant amount of variance in self-efficacy. Results are discussed in light of the current training and utilization of graduate teaching assistants, and suggestions for future research are offered.
Erfasst von	OLC
Update	2023/2/05