Source: Journal of Early Childhood Teacher Education, Volume 33, Issue 2, 2012, pages 163-177.
The purpose of this study was to investigate the teaching efficacy of student teachers in the Childhood Education Program at the University of Jordan.
The participants were 106 female student teachers.
Results showed that a third of the student teachers had an internal locus of attribution, whereas two thirds had an external locus of attribution.
Data showed that student teachers who had high levels of internal attribution also had a higher capacity to utilize effective teaching strategies compared to those with high levels of external attribution.
The relationship between student teachers' locus of attribution and ratings on instructional practices was strongly significant.