A Cross-Lagged Panel Analysis of Teachers’ Self-Efficacy Beliefs and Views of Student Ability (Poster 1)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Exploring Contextual, Climate, and Social Supports for Motivational Processes

Abstract

Little is the known about the association between teachers’ self-efficacy beliefs and their views of students’ abilities. The purpose of this study was to explore the direction of this relationship. Preservice teachers (N = 281) were surveyed toward to the beginning and end of a teacher education. Cross-lagged panel analysis was used to test reciprocal relationships between preservice teachers’ incremental theory of students’ ability and their teaching self-efficacy for instructional strategies, classroom management, student engagement, and culturally responsive teaching. Teaching self-efficacy predicted subsequent incremental views in three models, but incremental views predicted self-efficacy in only one. These findings call into question modeling of these variables in previous cross-sectional studies.

Author

• David B. Morris, Saint Mary's College of Maryland