How did kindergarten teachers’ self-efficacy lead to children’s social skills?

Best Evidence in Brief Index

By Ken To, Centre for University and School Partnership, The Chinese University of Hong Kong

Teachers’ efficacy is regarded as essential for the delivery of high-quality education. A recent research study published in Early Childhood Research Quarterly examined how kindergarten teachers’ self-efficacy can affect children’s social skills through classroom environment, especially teacher-child interaction.

A total of 5,628 children and their teachers from 180 kindergarten classrooms participated in the study. The class sizes varied from 7 to 58 children per class. Teachers were surveyed about their teacher self-efficacy. Children’s social skills were assessed by their parents using the Social Skills Improvement System-Rating Scales. From the videos covering the major routines of the kindergartens, five randomly selected, 20-minute observation cycles were extracted for trained observers to assess the teacher-child interaction quality with the CLASS observational tool. The analysis showed that:

  • Classroom organization, instead of emotional support and instructional support, significantly mediated teachers’…

View original post 68 more words

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.