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ERIC Number: EJ876630
Record Type: Journal
Publication Date: 2010-May
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0742-051X
Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains
Guo, Ying; Piasta, Shayne B.; Justice, Laura M.; Kaderavek, Joan N.
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n4 p1094-1103 May 2010
This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains. (Contains 1 figure and 5 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305G050005