Leading an excellent preschool: what is the role of self-efficacy?

Abstract

Purpose

This study was carried out in 2013 and aims to define the professional self-efficacy of preschool teachers (PTSE); define preschool teachers' perception of preschool excellence (PTPPE); and investigate the relationship between the two.

Design/methodology/approach

Scales for PTPSE and PTPPE were developed especially for this study. Preschool teachers (N = 202) participated during the 2013 school year. Structural equation modelling was performed to test the fit between the research model and the obtained data.

Findings

PTPSE scale (a = 0.91) comprised three subscales: pedagogy (a = 0.84), organisation (a = 0.85) and staff (a = 0.72). The PTPPE scale (a = 0.92) is also composed of three subscales: organisation and pedagogy (a = 0.88), staff (a = 0.84) and parents (a = 0.83). The goodness of fit measures were RMSEA = 0.045, CFI = 0.97, NFI = 0.89, df = 173, χ² = 242.94, p = 0.000, showing GFI = 1.4 (<3) as a good fit.

Research limitations/implications

As the sample was relatively small, the results need to be replicated with larger samples. Therefore, the conclusions of this study are only partially applicable. Another limitation is that both the PTPSES and PTPPE were tested only in Israel and not in other environments.

Practical implications

Understanding self-efficacy of preschool teachers, preschool excellence and the relations between them could assist policymakers with decisions concerning continuing professional development (in service training) of preschool teachers.

Originality/value

Little is known about perceived self-efficacy of preschool teachers, their perception of preschool excellence or the relations between the two.

Citation

Fisher, Y. and Seroussi, K. (2018), "Leading an excellent preschool: what is the role of self-efficacy?", Quality Assurance in Education, Vol. 26 No. 4, pp. 430-445. https://doi.org/10.1108/QAE-04-2018-0045