ABSTRACT  
This study examined the nature of efficacy beliefs among early childhood teachers.  
A mixed methods design was employed in the investigation.  Findings from the survey indicated that 
the teachers in the sample tended to feel highly efficacious in general. Specifically they felt more 
efficacious in performing in-class tasks than out-of-class tasks. Findings from the case studies 
revealed that the degree of efficacy was not related to the difficulty of the tasks but rather to 
the informant teacher’s attitude toward the tasks. 
 
		Academic Exchange Quarterly Fall 2011: Volume 15, Issue 3  
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