An Exploration of the Sources of Self-Efficacy Identified by Early Career Noyce Teachers

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Investigating Contextual Factors and Self-Efficacy in In-Service Teacher Learning

Abstract

Social cognitive theory hypothesizes four sources of self-efficacy: mastery experiences, social persuasions, vicarious experiences, and physiological or affective states. Drawing on a survey of early career teachers participating in the Noyce program (N=145), this study addresses two research questions related to teaching self-efficacy and its sources: 1) What are the sources of self-efficacy identified by early career Noyce teachers? and 2) What is the relationship between overall levels of self-efficacy and the sources of self-efficacy identified by Noyce teachers? Qualitative analysis of open-ended survey items and responses on the Teacher Sense of Efficacy Scale (TSES) were triangulated to describe patterns in the sources of self-efficacy Noyce teachers reference as either increasing or decreasing their confidence in their teaching ability.

Authors

• Jessica Gale, Georgia Institute of Technology

• Meltem Alemdar, Georgia Institute of Technology

• Christopher Cappelli, Georgia Institute of Technology

• David Brent Morris, Saint Mary's College of Maryland