Preservice Teachers' Self-Efficacy for Teaching LGBTQ Youth. Issue 4 (2nd October 2021)

• Record Type: Journal Article
• Authors: Jones, Martin H.; Hershberger, Mary A.; Goodrich, Kristopher M.; Hackel, Tara S.; Love, Abigail
• Is Part Of: Teacher educator. Volume 56:Issue 4(2021)
• Page Start: 427
• Page End: 444
• Publication Date: 2021-10-02
• Subjects: Teachers -- Training of -- United States -- Periodicals; Teaching -- United States -- Periodicals; 370.7110973
• DOI: 10.1080/08878730.2021.1927275
• Languages: English
• ISSNs: 0887-8730

Abstract

Abstract: The current study examined multiple factors in predicting whether preservice teachers felt self-efficacious for instructing lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Among the predictive factors, heterosexist beliefs had the strongest relationship with self-efficacy for teaching LGBTQ students, with participants who reported lower levels of heterosexism demonstrating higher self-efficacy. Contrary to expectations, general teacher self-efficacy was not a strong predictor of self-efficacy for teaching LGBTQ students. Implications for these findings suggest that teacher-training programs should include components that focus on developing preservice teachers' abilities to work with LGBTQ students, including addressing future educators' heterosexist beliefs.