The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes

This study examined the effects of teacher self-efficacy, education, and years of experience on observed classroom practices across 2 dimensions—teacher support for student learning and time in academics—as they related to fifth-grade students' (n = 1,043) literacy skills. To address these issues, the study used longitudinal data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth...