K–6 teacher's self-efficacy: Their past experiences with their own K–12 teachers as a source of influence

TL;DRAbstract

This mixed methods study examined elementary school teachers’ teaching efficacy and past experiences with their own teachers that they believed to have affected that efficacy. Fifty seven K-6 teachers took the Teacher’s Efficacy Scale (TES; Hoy & Woolfolk, 1992) and responded to a variant of Flanagan’s (1954) Critical Incident Technique. Using the latter, they were asked to reflect back on their experience as a student in K-12 and report an incident or event involving a teacher that has affected their beliefs in a (a) positive way, and (b) negative way. Teachers were then asked how these events affect them today.

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