The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings

Aguiar, A. L., & Aguiar, C. (2020). Classroom composition and quality in early childhood education: a systematic review. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105086 Baardstu, S., Wang, M. V., & Brandlistuen, R. E. (2022). The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties: a prospective cohort study. European Early Childhood Education Research Journal, 30(4), 606–623. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. Bassok, D., Fitzpatrick, M., Greenberg, E., & Loeb, S. (2016). Within- and between-sector quality differences in early childhood education and care. Child Development, 87(5), 1627–1645. Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology. https://doi.org/10.1146/annurev.psych.53.100901.135233 Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: implications for professional development. Professional Educator, 26(1), 13–22. Budd, K. S., Garbacz, L. L., & Carter, J. S. (2016). Collaborating with public school partners to implement teacher–child interaction training (TCIT) as universal prevention. School Mental Health, 8, 207–221. https://doi.org/10.1007/s12310-015-9158-8 Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social-emotional capacity: factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018–1039. Caballero, T., Johnson, S., Buchanan, C., & DeCamp, L. (2017). Adverse childhood experiences among Hispanic children in immigrant families versus US-native families. Pediatrics, 140, e20170297. https://doi.org/10.1542/peds.2017-0297 Curby, T. W., Brock, L. L., & Hamre, B. K. (2013). Teachers’ emotional support consistency predicts children’s achievement gains and social skills. Early Education and Development, 24(3), 292–309. Davidson, B., Davis, E., Cadenas, H., Barnett, M., Sanchez, B., Gonzalez, J., & Jent, J. (2020). Universal teacher-child interaction training in early special education: a pilot cluster randomized control trial. Behavior Therapy. https://doi.org/10.1016/j.beth.2020.04.014 Dettlaff, A. J., & Cardoso, J. B. (2010). Mental health need and service use among latino children of immigrants in the child welfare system. Children and Youth Services Review, 32(10), 1373–1379. https://doi.org/10.1016/j.childyouth.2010.06.005 Duncan, G., & Sojourner, A. (2013). Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? The Journal of Human Resources., 48, 945–968. https://doi.org/10.1353/jhr.2013.0025 Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., Cai, K., Clifford, R. M., Ebanks, C., Griffin, J. A., Henry, G. T., Howes, C., Iriondo-Perez, J., Jeon, H. J., Mashburn, A. J., Peisner-Feinberg, E., Pianta, R. C., Vandergrift, N., & Zill, N. (2007). Teachers’ education, classroom quality, and young children’s academic skills: results from seven studies of preschool programs. Child Development, 78(2), 558–580. https://doi.org/10.1111/j.1467-8624.2007.01014.x Egert, F., Dederer, V., & Fukkink, R. G. (2020). The impact of in-service professional development on the quality of teacher-child interactions in early education and care: a meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2019.100309 Fantuzzo, J., Perlman, S., Sproul, F., Minney, A., Perry, M. A., & Li, F. (2012). Making visible teacher reports of their teaching experiences: the early childhood teacher experiences scale. Psychology in the Schools, 49(2), 194–205. https://doi.org/10.1002/pits.20623 Fawley, K. D., Stokes, T. F., Rainear, C. A., et al. (2020). Universal TCIT improves teacher–child interactions and management of child behavior. Journal of Behavioral Education, 29, 635–656. https://doi.org/10.1007/s10864-019-09337-6 Fernandez, M. A., Adelstein, J. S., Miller, S. P., Areizaga, M. J., Gold, D. C., Sanchez, A. L., Rothschild, S. A., Hirsch, E., & Gudiño, O. G. (2015). Teacher-child interaction training: a pilot study with random assignment. Behavior Therapy, 46(4), 463–477. https://doi.org/10.1016/j.beth.2015.02.002 Fernandez, M., Gold, D., Hirsch, E., & Miller, S. (2014). From the clinics to the classrooms: a review of teacher-child interaction training in primary, secondary, and tertiary prevention settings. Cognitive and Behavioral Practice. https://doi.org/10.1016/j.cbpra.2014.01.004 Ferreira, T., Cadima, J., Matias, M., et al. (2016). Preschool children’s prosocial behavior: the role of mother–child, father–child and teacher–child relationships. Journal of Child and Family Studies, 25, 1829–1839. https://doi.org/10.1007/s10826-016-0369-x Funderburk, B. W., & Eyberg, S. (2011). Parent–child interaction therapy. In J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: continuity and change. Washington: American Psychological Association. Garbacz, L., Zychinski, K., Feuer, R., Carter, J., & Budd, K. (2014). Effects of teacher-child interaction training (Tcit) on teacher ratings of behavior change. Psychology in the Schools. https://doi.org/10.1002/pits.21788 Gebbie, D., Ceglowski, D., Taylor, L., & Miels, J. (2012). The role of teacher efficacy in strengthening classroom support for preschool children with disabilities who exhibit challenging behaviors. Early Childhood Education Journal, 40(1), 35–46. Gershenson, R. A., Lyon, A. R., & Budd, K. S. (2010). Promoting positive interactions in the classroom: adapting parent-child interaction therapy as a universal prevention program. Education and Treatment of Children, 33(2), 261. Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961–968. Guo Y., Piasta S., Justice, L., & Kaderavek, J. (2010). Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains. Teaching and Teacher Education, 26(4), 1094–1103. https://doi.org/10.1016/j.tate.2009.11.005 Heneman, H. G., Kimball, S., & Milanowski, A. (2006). The teacher sense of efficacy scale: Validation evidence and behavioral prediction (WCER working paper no. 2006- 7). Hyderābād: ERIC. Henricsson, L., & Rydell, A. (2004). Elementary school children with behavior problems: teacher-child relations and self-perception. A Prospective Study Merrill-Palmer Quarterly, 50(2), 111–138. Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: a longitudinal analysis. Journal of Educational Psychology, 3, 774. Humphries, M. L., Williams, B. V., & May, T. (2018). Early childhood teachers’ perspectives on social-emotional competence and learning in urban classrooms. Journal of Applied School Psychology, 34(2), 157–179. https://doi.org/10.1080/15377903.2018.1425790 Institute of Medicine and National Research Council. (2015). Transforming the workforce for children birth through age 8: a unifying foundation. Washington DC: The National Academies Press. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693 Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. Künsting, J., Neuber, V., & Lipowsky, F. (2016). Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology of Education, 31, 299–322. https://doi.org/10.1007/s10212-015-0272-7 Liew, J. (2012). Effortful control, executive functions, and education: bringing self-regulatory and social-emotional competencies to the table. Child Development Perspectives, 6(2), 105–111. https://doi.org/10.1111/j.1750-8606.2011.00196.x Lipscomb, S. T., Chandler, K. D., Abshire, C., et al. (2022). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal, 50, 675–685. https://doi.org/10.1007/s10643-021-01182-5 Lyon, A., Gershenson, R., Farahmand, F., Thaxter, P., Behling, S., & Budd, K. (2009). Effectiveness of teacher-child interaction training (TCIT) in a preschool setting. Behavior Modification., 33, 855–884. https://doi.org/10.1177/0145445509344215 Manning, M. L., & Bucher, K. T. (2013). Classroom management: models, applications and cases. Harlow: Pearson Education. McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., Yang, R., Koepp, A., & Shonkoff, J. P. (2017). Impacts of early childhood education on medium- and long-term educational outcomes. Educational Researcher, 46(8), 474–487. National Academies of Sciences, Engineering, and Medicine. (2018). Transforming the financing of early care and education. Washington DC: The National Academies Press. Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: a comparison of three follow-up strategies. School Psychology Review, 34, 87–106. Perren, S., Herrmann, S., Iljuschin, I., Frei, D., Körner, C., & Sticca, F. (2017). Child-centered educational practice in different early education settings: associations with professionals’ attitudes, self-efficacy, and professional background. Early Childhood Research Quarterly, 38, 137–148. Plotka, R. (2019). The effects of preschool teachers’ perception of problem behaviors on teacher sense of self-efficacy. International Journal of Early Childhood Learning, 26(1), 1–13. Reardon, S., & Portilla, X. (2016). Recent trends in income, racial, and ethnic school readiness gaps at kindergarten entry. AERA Open. https://doi.org/10.1177/2332858416657343 Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: a classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315–332. Reinke, W., Stormont, M., Herman, K., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: teacher perceptions of needs, roles, and barriers. School Psychology Quarterly., 26, 1–13. https://doi.org/10.1037/a0022714 Rimm-Kaufman, S. E., Grimm, K. J., Curby, T. W., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 4, 958. Rimm-Kaufman, S., & Sawyer, B. (2004). Primary-grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. The Elementary School Journal, 104(4), 321–341. Santiago, C. D., Bustos, Y., Sosa, S. S., Jolie, S. A., Flores Toussaint, R., Gebhardt, S., Stern, D., & Budd, K. S. (2022). Examining the implementation of teacher-child interaction training-universal in public schools. Psychology in the Schools, 59, 2208–2228. https://doi.org/10.1002/pits.22753 Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43, 39–60. Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: the importance of teacher–student relationships. Educational Psychology Review, 23, 457–477. https://doi.org/10.1007/s10648-011-9170-y Toran, M. (2017). An analysis of preschool teachers’ sense of efficacy: a case of TRNC. Journal of Education and Training Studies, 5(4), 121–131. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1 Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68(2), 202. Tsouloupas, C., Carson, R., Matthews, R., Grawitch, M., & Barber, L. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology., 30, 173–189. https://doi.org/10.1080/01443410903494460 Uden, J., Ritzen, H., & Pieters, J. (2013). I think I can engage my students. teachers’ perceptions of student engagement and their beliefs about being a teacher. Teaching and Teacher Education., 32, 43–54. https://doi.org/10.1016/j.tate.2013.01.004 Valentino, R. A. (2017). Will public pre-K really close achievement gaps? gaps in prekindergarten quality between students and across states. Stanford CA: Stanford Center for Education Policy Analysis. VanLone, J., Pansé-Barone, C., & Long, K. (2022). Teacher preparation and the COVID-19 disruption: understanding the impact and implications for novice teachers. International Journal of Educational Research Open, 3, 100120. https://doi.org/10.1016/j.ijedro.2021.100120 Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303. Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C., & Howes, C. (2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness. Journal of Applied Developmental Psychology, 34(6), 299–309. https://doi.org/10.1016/j.appdev.2013.05.002 Wolters, C., & Daugherty, S. (2007). Goal structures and teachers’ sense of efficacy: their relation and association to teaching experience and academic level. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.99.1.181 Yoder, M. L., & Williford, A. P. (2019). Teacher perception of preschool disruptive behavior: prevalence and contributing factors. Early Education and Development, 30(7), 835–853. Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L., Gormley, W. T., Ludwig, J., Magnuson, K., Phillips, D., & Zaslow, M. (2013). Investing in Our future: the evidence base on preschool. Washington DC: Society for Research in Child Development. Zhang, X., & Sun, J. (2011). The reciprocal relations between teachers’ perceptions of children’s behavior problems and teacher-child relationships in the first preschool year. Journal of Genetic Psychology, 172(2), 176–198.