Article
Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy
Education and Urban Society
(2023)
Abstract
The factors that influence the construction of a teacher’s sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy—mastery experiences, vicarious experiences, and verbal persuasion—all remain important but are interpreted through each participant’s unique background and conception of identity. Teacher Self-Efficacy emerged as a construct that both influenced and was influenced by this collection of individual factors. This study provides insight into how each teacher’s unique experiences interact dynamically with school environments and personal stories to shape their sense of self-efficacy. The findings can influence how new teachers are supported by coaches and teacher educators to build the confidence and motivation necessary to persist through the challenges of teaching.
Keywords
- Self-efficacy,
- qualitative methods,
- teacher education
Publication Date
Winter January 1, 2023
Citation Information
Madhu Narayanan, Jill G. Ordynans, Matthew S McCluskey, Amber Wang, et al.. "Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy" Education and Urban Society (2023) Available at: http://works.bepress.com/madhu_narayanan/7/