Tracking the trajectory: Changes in teacher self-efficacy during the first three years of teaching in urban Catholic Schools

• In Event: AERA Poster Session Wednesday 7:45am
  In Poster Session: Lives of Teachers SIG Poster Session

Abstract

This mixed-methods study examines changes in teacher self-efficacy among novice educators in urban Catholic schools enrolled in a two-year graduate program. Using the Teacher Sense of Efficacy Scale (TSES), the study tracked self-efficacy across instructional strategies, classroom management, and student engagement. Quantitative data from 24 participants and their mentors were analyzed, alongside qualitative interviews. Findings revealed no statistically significant changes in self-efficacy over time, though mentors noted growth in classroom management and engagement. Slight declines in instructional strategy confidence suggest challenges in applying theory to practice, particularly in under-resourced settings. The study highlights the importance of mentorship and reflective practice in supporting teacher resilience and suggests further exploration of contextual factors influencing self-efficacy development.

Authors

• Myra Rosen-Reynoso, Boston College

• Audrey A. Friedman, Boston College

• Charles T Cownie, Boston College