Do Changes in Teacher Efficacy and Stress Shape Children’s School Functioning? Evidence from Child Fixed-Effects Models (Poster 19)

• In Event: AERA Poster Session Saturday 11:45 am
  In Invited Poster Session: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

Teachers’ efficacy and stress are theorized to influence children’s school functioning, yet prior findings are mixed and often confounded. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (n = 18,170), I examined whether changes in teacher efficacy and stress predict changes in children’s outcomes from kindergarten to Grade 2. Weighted child fixed-effects models controlled for time-invariant confounds, along with additional time-varying covariates. Results showed that increased teacher efficacy predicted better teacher-reported sociobehavioral outcomes, including fewer externalizing and internalizing problems, and higher self-control, interpersonal skills, and approaches to learning (ES = 0.03–0.10), whereas higher stress predicted small declines (ES = −0.05 to −0.02). No effects were found for direct assessments of academic achievement or executive functioning. Stratified analyses indicated little heterogeneity by children’s initial skill levels or demographic backgrounds. These findings highlight the importance of supporting teachers’ psychological well-being to promote children’s sociobehavioral functioning

Author

• Qingqing Yang, University at Albany - SUNY