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This study aimed to examine (1) the psychometric properties of The Teachers' Sense of Efficacy Scale (TSES) in early childhood (EC) preservice (N = 202) and in-service (N = 182) teachers, and (2) the effect of teaching experience on efficacy beliefs. Findings indicated that EC teachers' efficacy beliefs were best represented by a bifactor model (i.e., one general and three specific factors); teachers generally perceived their capabilities in teaching at a more general level rather than specific to different classroom functions. Teaching experience had a significant effect on efficacy beliefs for preservice but not for in-service teachers. This study fills a gap in our understanding of EC teachers' sense of efficacy by providing empirical evidence on the structure of efficacy beliefs and the effect of teaching experience on efficacy beliefs in preservice and in-service EC teachers. In this study, a new efficacy factor named Responsive Teaching emerged, capturing an element of in-service EC teachers' perceptions of their capabilities that may be specific to the EC setting. Findings regarding the effects of experience on preservice EC teachers' sense of efficacy may provide guidance on targeted instruction to increase sense of efficacy. [ABSTRACT FROM AUTHOR]

The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and word reading development using linear mixed-effects models. Children's internal factors (e.g., non-verbal reasoning) were controlled. The results revealed that children who had more English input and higher input quality at home demonstrated faster receptive vocabulary growth. Children's word reading skill was more influenced by the English input quality at home. Children who were frequently read to in English demonstrated faster development in word reading competence. Mother's educational level also mattered: higher maternal education was associated with faster growth in reading skill. The length of time children stayed at school and teachers' qualification also significantly and positively associated with children's English learning. These findings indicate the substantial contribution of the home literacy environment to Singaporean children's early English language development, compared to the quality of teacher-child interactions in preschool. The necessity of more parental involvement in early English language learning at home is discussed under the realm of usage-based theory. [ABSTRACT FROM AUTHOR]

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