Exploring the Development of Novice Teachers’ Self-Efficacy: Teacher Perceptions and Principal Roles

• In Event: Roundtable Session 95
  In Roundtable Session: The Varied Terrain of Teacher Beliefs: Exploration and Development

Abstract

Teacher self-efficacy has been linked to multiple positive student outcomes and teacher practices (Ashton & Webb, 1986; Grant, 2006; Klassen, et al., 2009; Perrachione, Rosser, & Petersen, 2008). This basic interpretive case study included two novice teachers and six principals in one urban school district in Connecticut. It utilized Bandura’s (1986, 1997) sources and Tschannen-Moran and Hoy’s (2001) factors of teacher self-efficacy as a framework for understanding the development of teacher self-efficacy during teacher preparation and the early years of teaching, and the role school administrators play. Findings suggest the importance of working one-on-one with students, especially those who are struggling, careful assigning of mentors, and ongoing professional development for supporting novice teachers’ self-efficacy.

Author

• Maria Boeke Mongillo, College of New Rochelle