Article Title

Pre-service and Novice Teacher Self-Efficacy: A Tool to Understand and Further Develop Confidence for Impacting Change

Authors

Kimberly McDowell, Wichita State University
Ashlie Jack, Wichita State University
Jeri Carroll, Wichita State University
Janice Ewing, Wichita State University

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