Strategies Supporting ECE Teachers' Sense of Self-Efficacy

Abstract

Early childhood education programs in the United States shifted to online instruction due to the COVID-19 pandemic. Early childhood educators faced many challenges around instruction, student engagement, and strategies that would support families during this time. As educators grappled with trying to implement practices that would be effective online, they also struggled with a lower levels of self-efficacy. The present study explored how student engagement impacted teaching and learning and particularly how administrative and family support impacted teachers’ sense of self-efficacy. Implications for effective early childhood teaching strategies and the structures that need to be in place to support teachers’ self-efficacy will be discussed.