Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• TABLE OF CONTENTSPrefaceAcknowledgementsChapter 1. Ensuring Teachers’ Commitment and Sense of Self-efficacy: The Role of Teacher PreparationPatrick M. Jenlink Chapter 2. The Relationship of Hours of Teacher Preparation Programs’ Field Experiences and Pre-Service Teacher Candidates’ Sense of Teaching EfficacyAlison Reddy, Shana Pribesh, Leigh Butler, and Charlene FleenerChapter 3. How Reflectivity Impacts Teacher Candidates’ Self-efficacySherri M. Weber and Julie J. HenryChapter 4. A Framework for Measuring Algebra Teacher Self-efficacyTrena L. Wilkerson, M. Alejandra Sorto, William A. Jasper, Sandra Cooper, Winifred Mallam, Colleen M. Eddy, Yolanda A. Parker, Sarah Quebec Fuentes, Judy M. Taylor, and Elizabeth K. WardChapter 5. Development of Chinese Teachers’ Self-efficacy in Professional Learning CommunityQing Gao and Jian WangChapter 6. The Role of Self-efficacy and Other Characteristics of Elementary Mathematics Teachers: A Model to Predict Student AchievementJames A. Telese, Zhidong Zhang, and Maria E. DiazChapter 7. Teachers’ Knowledge, Perception, Sense of Self-efficacy and Role in Mental Health for Middle School StudentsFederico R. Guerra, Jr., Ashwini Tiwari, Nancy Razo, and Lionel CavazosChapter 8. Epilogue: Toward More Efficacious Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors

A Commitment to Teaching: Toward More Efficacious Teacher Preparation focuses the reader on preparing teachers that have a strong commitment to the teaching profession and a strong sense of self-efficacy. The chapters in this book are concerned with ensuring that all students are successful, including students from linguistically and culturally diverse backgrounds and students with special needs. The content of the book and the studies presented will trigger other researchers to further investigate the theory of self-efficacy beyond the three traditional constructs: instructional strategies, efficacy in student engagement, and efficacy in classroom management.

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• TABLE OF CONTENTSPrefaceAcknowledgementsChapter 1. Ensuring Teachers’ Commitment and Sense of Self-efficacy: The Role of Teacher PreparationPatrick M. Jenlink Chapter 2. The Relationship of Hours of Teacher Preparation Programs’ Field Experiences and Pre-Service Teacher Candidates’ Sense of Teaching EfficacyAlison Reddy, Shana Pribesh, Leigh Butler, and Charlene FleenerChapter 3. How Reflectivity Impacts Teacher Candidates’ Self-efficacySherri M. Weber and Julie J. HenryChapter 4. A Framework for Measuring Algebra Teacher Self-efficacyTrena L. Wilkerson, M. Alejandra Sorto, William A. Jasper, Sandra Cooper, Winifred Mallam, Colleen M. Eddy, Yolanda A. Parker, Sarah Quebec Fuentes, Judy M. Taylor, and Elizabeth K. WardChapter 5. Development of Chinese Teachers’ Self-efficacy in Professional Learning CommunityQing Gao and Jian WangChapter 6. The Role of Self-efficacy and Other Characteristics of Elementary Mathematics Teachers: A Model to Predict Student AchievementJames A. Telese, Zhidong Zhang, and Maria E. DiazChapter 7. Teachers’ Knowledge, Perception, Sense of Self-efficacy and Role in Mental Health for Middle School StudentsFederico R. Guerra, Jr., Ashwini Tiwari, Nancy Razo, and Lionel CavazosChapter 8. Epilogue: Toward More Efficacious Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors

A Commitment to Teaching: Toward More Efficacious Teacher Preparation focuses the reader on preparing teachers that have a strong commitment to the teaching profession and a strong sense of self-efficacy. The chapters in this book are concerned with ensuring that all students are successful, including students from linguistically and culturally diverse backgrounds and students with special needs. The content of the book and the studies presented will trigger other researchers to further investigate the theory of self-efficacy beyond the three traditional constructs: instructional strategies, efficacy in student engagement, and efficacy in classroom management.

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• TABLE OF CONTENTSPrefaceAcknowledgementsChapter 1. Ensuring Teachers’ Commitment and Sense of Self-efficacy: The Role of Teacher PreparationPatrick M. Jenlink Chapter 2. The Relationship of Hours of Teacher Preparation Programs’ Field Experiences and Pre-Service Teacher Candidates’ Sense of Teaching EfficacyAlison Reddy, Shana Pribesh, Leigh Butler, and Charlene FleenerChapter 3. How Reflectivity Impacts Teacher Candidates’ Self-efficacySherri M. Weber and Julie J. HenryChapter 4. A Framework for Measuring Algebra Teacher Self-efficacyTrena L. Wilkerson, M. Alejandra Sorto, William A. Jasper, Sandra Cooper, Winifred Mallam, Colleen M. Eddy, Yolanda A. Parker, Sarah Quebec Fuentes, Judy M. Taylor, and Elizabeth K. WardChapter 5. Development of Chinese Teachers’ Self-efficacy in Professional Learning CommunityQing Gao and Jian WangChapter 6. The Role of Self-efficacy and Other Characteristics of Elementary Mathematics Teachers: A Model to Predict Student AchievementJames A. Telese, Zhidong Zhang, and Maria E. DiazChapter 7. Teachers’ Knowledge, Perception, Sense of Self-efficacy and Role in Mental Health for Middle School StudentsFederico R. Guerra, Jr., Ashwini Tiwari, Nancy Razo, and Lionel CavazosChapter 8. Epilogue: Toward More Efficacious Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors

A Commitment to Teaching: Toward More Efficacious Teacher Preparation focuses the reader on preparing teachers that have a strong commitment to the teaching profession and a strong sense of self-efficacy. The chapters in this book are concerned with ensuring that all students are successful, including students from linguistically and culturally diverse backgrounds and students with special needs. The content of the book and the studies presented will trigger other researchers to further investigate the theory of self-efficacy beyond the three traditional constructs: instructional strategies, efficacy in student engagement, and efficacy in classroom management.