Investigating Pre-Service Teachers’ Perceived Program Support and Its Relationship to Teaching Self-Efficacy Across Traditional and Apprenticeship Pathways

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Program Design and Praxis in Preservice Teacher Education: Emotions, Efficacy, and Community Engagement

Abstract

This study examined pre-service teachers' perceived levels of support from preparation programs across three pathways to determine whether a stronger sense of support predicted higher teaching self-efficacy ratings. A total of 123 participants from traditional, graduate alternative, and undergraduate apprenticeship-based licensure routes were surveyed on four key dimensions of teacher self-efficacy. The study revealed a strong positive relationship between program support and self-efficacy ratings. Surprisingly, no such relationship was found between certification pathways and self-efficacy. Another significant finding was that self-efficacy scores were highest in the graduate and undergraduate apprenticeship models across three of four domains. Future research should focus on evaluating how teacher preparation pathways influence teachers’ self-efficacy over a longer period.

Authors

• Trenton Dawson, University of Nevada - Las Vegas

• Burak Sahin, University of Nevada - Las Vegas

• Amanda Hoffman, University of Nevada - Las Vegas

• Michael Hack, University of Nevada - Las Vegas

• Kenneth J. Varner, University of Nevada - Las Vegas