A Comparison of Elementary Teacher Efficacy in Christian and Public Schools

References

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
   Web of Science ®Google Scholar
• Boateng, P., & Sekyere, F. O. (2018). Exploring in-service teachers’ self-efficacy in the kindergarten classrooms in Ghana. International Journal of Instruction, 11(1), 239–254. https://doi.org/10.12973/iji.2018.11117a
   Web of Science ®Google Scholar
• Cataudella, S., Carta, S. M., Mascia, M. L., Masala, C., Petretto, D. R., Agus, M., & Penna, M. P. (2021). Teaching in times of the COVID-19 pandemic: A pilot study on teachers’ self-esteem and self-efficacy in an Italian sample. International Journal of Environmental Research and Public Health, 18(15), 8211. https://doi.org/10.3390/ijerph18158211
   Google Scholar
• Coleman, J. S., & Hoffer, T. (1987). Public & private high schools: The impact of communities. Basic Books.
   Google Scholar
• Ene, C. U., Ugwuanyi, C. S., Okeke, C. I., Nworgu, B. G., Okeke, A. O., Agah, J. J., Oguguo, B. C., Ikeh, F. E., Eze, K. O., Ugwu, F. C., Agugoesi, O. J., Nnadi, E. M., Eze, U. N., Ngwoke, D. U., & Ekwueme, U. H. (2020). Factorial validation of teachers’ self-efficacy scale using pre-service teachers: Implications for teacher education curriculum. International Journal of Higher Education, 10(1), 113–121. https://doi.org/10.5430/ijhe.v10n1p113
   Google Scholar
• Engin, G. (2020). An examination of primary school students’ academic achievements and motivation in terms of parents’ attitudes, teacher motivation, teacher self-efficacy and leadership approach. International Journal of Progressive Education, 16(1), 257–276. https://doi.org/10.29329/ijpe.2020.228.18
   Google Scholar
• Greene, B. A. (2018). Self-efficacy and future goals in education (1st ed.). Taylor & Francis Group.
   Google Scholar
• Hattie, J., & Anderman, E. M. (2019). Visible learning guide to student achievement: Schools edition (1st ed.). Routledge. https://doi.org/10.4324/9781351257848
   Google Scholar
• Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786. https://doi.org/10.1037/a0032198
   Web of Science ®Google Scholar
• Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499
   Web of Science ®Google Scholar
• Lee, J. M. (2020). The implication of Bandura’s vicarious reinforcement in observational learning for Christian education. Journal of Christian Education in Korea, 61, 81–107. https://doi.org/10.17968/jcek.2020.61.003
   Google Scholar
• Lubienski, S. T., Lubienski, C., & Crane, C. C. (2008). Achievement differences and school type: The role of school climate, teacher certification, and instruction. American Journal of Education, 115(1), 97–138. https://doi.org/10.1086/590677
   Web of Science ®Google Scholar
• McShane, M. Q. (2019). The private school teacher skills gap: What K–12 private school educators know and what they need to know. EdChoice. https://files.eric.ed.gov/fulltext/ED595065.pdf
   Google Scholar
• National Center for Education Statistics (2020, April). Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2017–18 National Teacher and Principal Survey. https://nces.ed.gov/pubs2020/2020142.pdf
   Google Scholar
• Nie, F. (2019). Religion and self-efficacy: A multilevel approach. Mental Health, Religion & Culture, 22(3), 279–292. https://doi.org/10.1080/13674676.2019.1612337
   Web of Science ®Google Scholar
• Office for Civil Rights (2021, June). Education in a pandemic: The disparate impacts of COVID-19 on America’s students. U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf
   Google Scholar
• Perera, H. N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186–203. https://doi.org/10.1016/j.cedpsych.2019.02.006
   Web of Science ®Google Scholar
• Pressley, T. (2021). Returning to teaching during COVID-19: An empirical study on elementary teachers’ self-efficacy. Psychology in the Schools, 58(8), 1611–1623. https://doi.org/10.1002/pits.22528
   Google Scholar
• Prewett, S. L., & Whitney, S. D. (2021). The relationship between teachers’ teaching self-efficacy and negative affect on eighth grade U.S. students’ reading and math achievement. Teacher Development, 25(1), 1–17. https://doi.org/10.1080/13664530.2020.1850514
   Web of Science ®Google Scholar
• Romel, H., Tadesse, T., & Jibat, N. (2021). Teacher quality, self-efficacy, and quality teaching in Ethiopian primary schools: An integrated sociological and psychological perspective. Studies in Educational Evaluation, 70, 101029. https://doi.org/10.1016/j.stueduc.2021.101029
   Web of Science ®Google Scholar
• Shakeel, S., Khan, M. M., Khan, R. A. A., & Mujtaba, B. G. (2022). Linking personality traits, self-efficacy and burnout of teachers in public schools: Does school climate play a moderating role? Public Organization Review, 22(1), 19–39. https://doi.org/10.1007/s11115-021-00514-8
   Google Scholar
• Slater, R. G. (2019). A Christian America restored: The rise of the evangelical Christian school movement in America, 1920–1952. Wipf and Stock Publishers.
   Google Scholar
• Swaner, L., & Lee, M. (2020, December 15). Nationwide-data on Christian schools yields 2020–2021 profile. Association of Christian Schools International. https://blog.acsi.org/nationwide-data-on-christian-schools-2020-2021-profile
   Google Scholar
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. https://doi.org/10.1016/j.tate.2006.05.003
   Web of Science ®Google Scholar
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
   Web of Science ®Google Scholar
• Wyatt, M. (2018). Language teachers’ self-efficacy beliefs: A review of the literature (2005–2016). Australian Journal of Teacher Education, 43(4), 92–120. https://doi.org/10.14221/ajte.2018v43n4.6
   Web of Science ®Google Scholar
• Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
   Web of Science ®Google Scholar
• Zee, M., Koomen, H. M. Y., Jellesma, F. C., Geerlings, J., & de Jong, P. F. (2016). Inter- and intra-individual differences in teachers’ self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55(1), 39–56. https://doi.org/10.1016/j.jsp.2015.12.003
   PubMedGoogle Scholar