Early Childhood Preservice Teachers’ Passion, Beliefs, and Their Sense of Teacher Efficacy

Hyunjin Kim

doi:10.15640/jehd.v6n1a4

Abstract

Early Childhood Preservice Teachers’ Passion, Beliefs, and Their Sense of Teacher Efficacy

Highlights

Teaching requires commitment to and passion for the teaching profession and a high sense of teacher efficacy
Harmonious passion was positively related with constructivist belief (r = .31, p < .01), and sense of teacher efficacy (r = .32, p < .01) including all three subscales in student engagement(SE: r = .50, p < .01), instructional strategies(IS: r = .51, p < .01), and classroom management (CM: r = .46, p < .01)
This study examined the role of preservice teachers’ passion for teaching and its joint effect with constructivist beliefs in predicting early childhood preservice teachers’ sense of teacher efficacy

Summary

Introduction

Teaching requires commitment to and passion for the teaching profession and a high sense of teacher efficacy. A high sense of teacher efficacy can be considered as desirable psychological outcomes governed by internal tendency of one’s teaching beliefs and practices. Studies have implied that teachers’ passion for teaching and their constructivist teaching beliefs impact positively on both their sense of teacher efficacy and on students’ learning (Day, 2004; Fives, Hamman, & Olivarez, 2007; Patrick, Hisley, Kempler, & College, 2000; Plourde, 2002). Little attention has been paid to early childhood preservice teachers’ passion for teaching and its joint effects with teaching beliefs on their sense of teacher efficacy

Methods

Results

Conclusion