Abstract
Teacher efficacy measures a teacher’s perception of his or her capacity as a teacher and impacts teacher behavior in a number of different ways. This study examined teacher efficacy as well as pedagogical beliefs/practices in pre-service and novice in-service teachers to determine the nature of the relationship between the two. Results indicated that the novice in-service teachers demonstrated statistically significant higher scores on the efficacy measure. In regards to the relationship between pedagogy and efficacy, there was no statistically significant relation among the pre-service teachers but with the novice in-service teachers, efficacy was statistically significantly correlated with general instructional pedagogy.
Recommended Citation
McDowell, Kimberly; Jack, Ashlie; Carroll, Jeri; and Ewing, Janice
(2014)
"Pre-service and Novice Teacher Self-Efficacy: A Tool to Understand and Further Develop Confidence for Impacting Change,"
The Advocate:
Vol. 22:
No.
1.
https://doi.org/10.4148/2637-4552.1074
Rights Statement
