The Effects of Preschool Teachers’ Perception of Problem Behaviors on Teacher Sense of Self-Efficacy

Plotka, Raquel

doi:10.18848/2327-7939/cgp/v26i01/1-13

Cited by 2 publications

(4 citation statements)

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“…Lastly, Plotka (2019) examined the relation between preschool teachers' perceptions of student problem behaviours and their behavioural expectations for students, with the hypothesis that teacher perceptions regarding problem behaviour would predict reduced behavioural expectations for students. However, it was found that perceived problem behaviours in students did not predict teachers' behavioural expectations, and that overall, teachers' expectations were age‐dependent and developmentally appropriate.…”

Section: Resultsmentioning

confidence: 99%

Teacher expectations in the early primary grades: A scoping review

Timmons

Pyle

Danniels

et al. 2022

Review of Education

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Teachers are the single most important in‐school factor affecting student learning outcomes. As a result, researchers and policy makers are particularly interested in the ways that teacher‐level factors influence the learning opportunities that teachers provide in their classrooms. A growing body of research suggests that the expectations a teacher sets for individuals and groups of students can significantly affect the learning opportunities that are provided to them. This is highly problematic, especially since teacher expectations can be inaccurate evaluations of student abilities and teacher expectations differentially affect the learning outcomes of racialised students as well as children living in poverty. Much of the research base regarding teacher expectations has focused on upper elementary and secondary grades with little research focus on the ways that teacher expectations are formed and impact children in the first years of formal schooling. Given the potential impact of sustained teacher expectation effects, an in‐depth review of teacher expectation research in the early primary grades is warranted. This study uses a scoping review methodology (H. Arksey and L. O’Malley, ‘Scoping Studies: Towards a Methodological Framework, International Journal of Social Research Methodology, 2005, 8(1), 19–32) to analyse research on teacher expectations in the early primary grades. Five themes encapsulate the scope of research published from 2000–2021: (1) teacher expectations of school readiness skills, (2) factors that influence the formation of teacher expectations, (3) teacher expectation effects, (4) stability of teacher expectations, and (5) intervention studies. This paper presents the current state of knowledge surrounding expectations in the early primary grades, as well as highlights challenges in need of further research.

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Section: Resultsmentioning

confidence: 99%

Teacher expectations in the early primary grades: A scoping review

Timmons

Pyle

Danniels

et al. 2022

Review of Education

View full text Add to dashboard Cite

show abstract

“…Teachers may resort to reactive and punitive responses, which do not allow for children to learn self-regulation, and which may contribute to a self-sustaining cycle of classroom disruption (Jennings & Greenberg, 2009). Negative interactions have been shown to be ineffective at helping children regulate emotions and control behavior, thus contributing negatively to a teacher's well-being, and sense of self-efficacy (Plotka, 2019;Spilt et al, 2011). Teachers' levels of self-efficacy are predictive of their effectiveness in managing children's behavior (Perren, 2017;Plotka, 2019;Santiago et al, 2022).…”

Section: Teacher-child Interactionsmentioning

confidence: 99%

“…Negative interactions have been shown to be ineffective at helping children regulate emotions and control behavior, thus contributing negatively to a teacher's well-being, and sense of self-efficacy (Plotka, 2019;Spilt et al, 2011). Teachers' levels of self-efficacy are predictive of their effectiveness in managing children's behavior (Perren, 2017;Plotka, 2019;Santiago et al, 2022).…”

Section: Teacher-child Interactionsmentioning

confidence: 99%

“…effects including significant reductions in special education placement, grade retention, and improved rates of high school graduation. As children transition from home to ECEC settings, the role of the teacher is not only impactful in the context of a child's cognitive development, but also on their socioemotional functioning (Buettner et al, 2016;Cruby et al, 2013;Egert et al, 2020;Plotka, 2019;Zhang & Sun, 2011). Thus, it is more important than ever to implement training that supports teachers in their positive interactions with children, while boosting teacher's sense of self efficacy to address challenging issues that arise.…”

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confidence: 99%

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The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings

Rivas

Mooss

Pontier

et al. 2023

ICEP

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Disparities exist in the availability of high-quality early childhood education and care settings (ECEC) across communities within the United States. Teachers have an imperative role in fostering children’s socioemotional development; however, when the classroom climate deteriorates due to disruptive behavior, meeting these emotional and learning needs becomes more difficult. Dealing with challenging behaviors can lead to emotional exhaustion which is directly linked to a decrease in teacher sense of efficacy. Teacher–Child Interaction Training-Universal (TCIT-U) targets teachers’ skills to provide quality interactions and decrease child behavior problems. Despite evidence that teacher sense of self-efficacy can inhibit negative teaching practices, a lack of research has explored this construct as related to TCIT-U. The current study is a randomized, wait-list control study measuring the change of teachers’ sense of self-efficacy after participating in TCIT-U, and the first known of its kind. The study included mostly Hispanic (96.4%) teachers (N = 84) of ECEC programs across 13 unique sites serving 900 children ages 2–5 years from low-income, urban areas. Results from inferential statistics and hierarchical linear regression tests demonstrated TCIT-U as an effective intervention to improve teachers’ sense of efficacy in classroom management, instructional strategies, and student engagement. In addition, this study contributes to the effectiveness of TCIT-U as an in-service training which targets teacher communication skills for teachers with diverse backgrounds in ECEC settings with mostly dual language learners.

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The Effects of Preschool Teachers’ Perception of Problem Behaviors on Teacher Sense of Self-Efficacy

Cited by 2 publications

References 0 publications

Teacher expectations in the early primary grades: A scoping review

Teacher expectations in the early primary grades: A scoping review

The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings

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