Change in Novice Teachers' Self-Efficacy: Understanding the Relations to Supports

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-1 - Division K Section 8 Poster Session 3

Abstract

A growing body of research suggests that the first year of teaching is a crucial period that shapes teaching patterns and influences retention. In this study we investigated the development of novice teachers’ self-efficacy over the course of their first year of teaching, and its relations to their perceptions of supports. Our sample consisted of 70 first year K-12 teachers, enrolled in an alternative certification program. Teachers were surveyed at three time points with items addressing grade level taught, self-efficacy, and supports. We found that novice teachers’ self-efficacy increased over their first year of teaching and that perceptions of support from school leaders and in the form of teacher collaboration around instruction were positively related to their self-efficacy.

Authors

• Anne Garrison Wilhelm, Southern Methodist University

• Dawn Marie Woods, Southern Methodist University