A study of the relationship between pre-service character education training and teacher efficacy

The purpose of this study was to determine if relationships exist between the inclusion of university-based pre-service teacher coursework in character education on a teacher's sense of efficacy for teaching character education in the classroom. The study investigated if the type of institution of higher education (private-religious or public), pre-service character education training through university coursework or staff development, grade-level taught, and years of experience of the teacher played a role in a teacher's belief about their own ability to teach character education.; Surveys were used for the research method. The Character Education Efficacy Belief Instrument (CEEBI) building on the work of Milson and Mehlig (2002) was administered. The study was conducted in May--June 2005 with practicing elementary teachers and at mid-term of the fall 2005 semester with pre-service student teachers. Data was collected from 106 elementary certified teachers practicing in 10 public schools (7 school districts), and 4 private-religious schools. Information from 76 pre-service teachers was collected from a public university and a private-religious college.; The study found that the independent variables did not play a significant role on a teacher's sense of efficacy for teaching character education. Both pre-service and practicing teachers with 0 to 6 years experience received little or no formal training for teaching character education. Practicing teachers reported higher self-efficacy for discussing issues of right and wrong with students. Pre-service teachers reported a greater sense of efficacy for teaching responsibility at school if this trait was not encouraged in the child's home.; The significance of the study for the educational community was discussed. Limitations of the study and directions for future research were presented.