ERIC Number: EJ969642
Record Type: Journal
Publication Date: 2012-Jun
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Context Matters: Effects of Student Characteristics and Perceived Administrative and Parental Support on Teacher Self-Efficacy
Stipek, Deborah
Elementary School Journal, v112 n4 p590-606 Jun 2012
The cross-sectional study of factors predicting teacher self-efficacy involved surveys of 473 third- and fifth-grade, predominantly White female teachers in 196 schools. The schools served, on average, a relatively high proportion of students living in poverty and students of color. The findings indicate that the proportion of minority students in teachers' classrooms was positively associated with their self-efficacy when variables correlated with poverty--proportion of students eligible for free and reduced-price lunch and overall academic achievement in the school--were held constant. Teachers' perceptions of the support they received from administrators and parents were also positively associated with teacher self-efficacy. (Contains 3 tables.)
Descriptors: Poverty, Self Efficacy, Academic Achievement, Grade 5, Minority Groups, Student Characteristics, Teacher Effectiveness, Teacher Attitudes, Teacher Administrator Relationship, Parent Teacher Cooperation, Grade 3, Minority Group Children, Whites, Females, At Risk Students, Correlation, Principals, African American Students, Racial Differences, Hispanic American Students, Barriers
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A