Abstract
The current study explores the relationship between perceived teacher efficacy and specific practices of family involvement exhibited by 110 elementary schoolteachers from a large urban school district. Bandura’s construct of self-efficacy provided the theoretical framework for examining teacher efficacy. The study investigated the predictive value of self-efficacy beliefs for determining specific family involvement practices exhibited by teachers. Self-efficacy was measured with the Teacher Efficacy Scale and the Family Involvement Teacher Efficacy Scale. Results from this investigation revealed that teacher efficacy was significantly correlated to and was a predictor of five different types of family involvement practices, as reflected in Epstein’s typology of home-school and community partnerships. The study raised questions related to the effective preparation of teachers in this area and the types of experiences that facilitate the development of teacher efficacy beliefs in the area of home-school and community partnerships.
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