A Longitudinal Study of Preservice Kindergarten Teachers' Perceived Efficacy

In the first year of this study, the comparative efficacy of five groups of preservice kindergarten teachers with various class levels was investigated.The sample included 331 students and student teachers majored in early childhood education from eight teachers colleges and one university in Taiwan.

The Inventory of Teaching Beliefs for Preservice Kindergarten Teachers produced the data for this study. One-way MANOVA, two-way MANOVA, and hierarchical multiple regression analysis were the statistical methods used to analyzed data. Results revealed that the outcome efficacy was higher than the personal efficacy and teaching efficacy among the preservice kindergarten teachers, that there were significant differences in preservice kindergarten teachers' sense of efficacy in relation to their class level, teaching preparedness, and commitment to teaching, and that commitment to teaching was the most significant predictor for preservice kindergarten teachers' sense of efficacy.