Articlebronze2018

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

88 citations0/0 files storedThe Australian journal of teacher education

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Teacher Education and Leadership Studies Teacher Professional Development and Motivation Teacher Education and Assessments

Abstract

This study investigates the level of teacher self-efficacy (TSE) among 90 secondary preservice teachers (PSTs) before their first teaching practice and the factors which influenced their ratings. The Scale for Teacher Self-Efficacy (STSE) (Pfitzner-Eden, Thiel, & Horsley, 2014) was adapted by adding some open-ended questions. Data were analysed via SPSS and NVivo separately. Results show a relatively lower level of TSE compared with previous research and classroom management was of greatest concern. PSTs reported factors such as lacking teaching experience, previous informal teaching and other relevant experience, teacher education program, personal qualities and characteristics, and teacher-student relationship. Implications, limitations, and suggestions from the study are discussed.

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References

1999Self-Efficacy: The Exercise of Control 1977Self-efficacy: Toward a unifying theory of behavioral change.1966Generalized expectancies for internal versus external control of reinforcement.2001Teacher efficacy: capturing an elusive construct 1998Teacher Efficacy: Its Meaning and Measure 2000Self-Efficacy: An Essential Motive to Learn 1995Self-Efficacy in Changing Societies 2010Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

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2019Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers 2025Linking TPACK to teacher self-efficacy in EFL teacher education: Mediating roles of perceived usefulness and perceived ease of use

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