Abstract
The purpose of this study was to analyze the development of kindergarten teachers’ perceived efficacy using accelerated longitudinal design during three years. There were 269 participants who provided at least three-time responses to The Inventory of Teaching Beliefs for Preservice and Novice Kindergarten Teachers for this study. Hierarchical linear models (HLM) were used to analyze data.
Results revealed that the mean scores rating on a six-point Likert Scale for the four dimensions of teacher efficacy at the first semester were 3.38–4.08. The participants were gaining average scores of 0.03–0.08 per semester during the preservice period and 0.12–0.16 during the novice period. Most of the correlations between initial status and growth rates of the four dimensions of teacher efficacy were negative. Gender was not related significantly to initial status and growth rates of teacher efficacy.
| Keywords: | teacher efficacy; early childhood education; longitudinal analysis |
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