Exploring the Relationship Between Teacher Preparation Programs and Teacher Self-Efficacy

• In Event: Hilton Roundtable Session 19
  In Roundtable Session: What Does It Take to Be Happy? Teacher Working Conditions and Teacher Satisfaction

Abstract

Preparation programs should play a crucial role in allowing potential teachers to apply what they have learned and to develop their self-efficacy. Little research, however, has examined that relationship empirically. The purpose of this study, then, was to examine the extent to which traditional vs. alternative preparation programs differ in terms of their program components, as well as whether program type was related to different levels of self-efficacy in novice reading teachers. This exploratory study collected data from 74 novice elementary reading teachers in a large urban district in Texas. The research questions were answered using t tests and correlation analysis. The results indicated there was no difference in the level of self-efficacy and the type of preparation program.

Authors

• Trenice West-Raymond, Houston Independent School District

• Virginia Walker Snodgrass Rangel, University of Houston