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ERIC Number: ED453201
Record Type: Non-Journal
Publication Date: 2001-Apr-14
Pages: 24
Abstractor: N/A
Reference Count: N/A
Teacher Efficacy and Diversity: Implications for Teacher Training.
Tasan, Andrea P.
This study investigated teacher efficacy in the context of diversity, focusing on: whether elementary school teachers' feelings of efficacy would differ according to their students' language backgrounds; whether the teachers' feelings of efficacy in teaching standard English speaking students would relate to their feelings of efficacy in teaching non-English speaking students; and whether, if teachers' feelings of efficacy differed by student language background, those differences would vary according their own ethnic identities, their participation in diversity training, and the interaction between their own ethnic identities and their participation in diversity training. Data from surveys of 234 public elementary teachers across Connecticut indicated that there was a clear connection between student language background and teacher efficacy. The results also suggested that teacher efficacy is more fluid than previous research has indicated, so it can be influenced by teacher preparation and professional development. No differences in teacher efficacy by student language background were found on the basis of teacher ethnicity. The results indicated that diversity training did not affect teacher efficacy favorably. (Contains 47 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut