The relationships among psychosocial developmental status, self-esteem, locus of control, and teacher efficacy for teachers from preservice to experienced

This study explored a proposed framework for understanding teacher development using psychosocial developmental status as its core. To test the proposed framework, the study investigated correlations related to (a) evaluation of the framework linking indicators of psychosocial developmental status to indicators of teacher development; (b) validation of the Measures of Psychosocial Development inventory; and (c) replication of previous research involving constructs thought to be related to teacher development.; Psychosocial developmental status was measured using Measures of Psychosocial Development and global self-esteem using the Rosenberg Self-Esteem Scale. Teacher locus of control was measured using the Locus of Control Scale for Teachers and teacher efficacy using the Teacher Efficacy Scale.; In general, the results supported the proposed framework. A strong relationship was found between the total psychosocial resolution score and global self-esteem. Moderate relationships were found between (a) the total psychosocial resolution scores and teacher efficacy; (b) the total positive psychosocial scores and teacher efficacy; (c) the total positive psychosocial scores and teacher locus of control; (d) the total positive psychosocial scores and global self-esteem; (e) the total negative psychosocial scores and global self-esteem; and (f) teacher locus of control and teacher efficacy. Significant, but weak relationships were found between (a) the total psychosocial resolution scores and teacher locus of control; (b) the total negative psychosocial scores and teacher locus of control; (c) the total negative psychosocial scores and teacher efficacy, and (d) global self-esteem and teacher efficacy. The inclusion of age and years of teaching experience as variables in the model were not supported. Age did not correlate significantly with the total psychosocial resolution scores. Years of teaching experience did not correlate significantly with the total psychosocial resolution scores, the total positive psychosocial scores, the total negative psychosocial scores, the total negative psychosocial scores, global self-esteem, teacher locus of control, or teacher efficacy.; It is recommended that subsequent research continue to focus on the use of psychosocial developmental theory as a basis for studying teacher development within the context of the proposed framework. Research is needed to determine how additional constructs might inform the proposed framework of teacher development.