Exploring Teacher Efficacy Beliefs from The Perspectives and Experiences of Novice Malaysian Teachers
Bibliographic Data
| ID | 22327618 |
|---|---|
| Authors | Aishah Hanim Abd Karim (International Islamic University Malaysia), Aishah Hanim Abdul Karim (International Islamic University Malaysia), Nurul Atiqah Mashudi (International Islamic University Malaysia) |
| Year | 2022 |
| Volume | 8 |
| Issue | Issue 2 |
| Pages | 5 |
| Publication date | 2022-11-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Malaysian Journal of Qualitative Research (JOURNAL) |
| Journal identifiers | ISSN: 1823-8521 • E-ISSN: 3009-0237 |
| Publisher | Qualitative Research Association of Malaysia (PUBLISHER) |
| DOI | 10.61211/mjqr080201 |
| OpenAlex | W4390448053 |
| Language | EN |
| Citations received | 3 |
| References cited | 30 |
Developing a high level of efficacy can be challenging for teachers with three or fewer years of teaching experience. Therefore, there is a need to understand which learning experiences contribute to the formation of teachers’ efficacy beliefs during the first three years of teaching in educational settings. This study aims to explore and identify the factors that influence novice teachers’ efficacy beliefs during the initial years of their careers. In-depth semi-structured interviews with three full-time teachers in the state of Pahang, Malaysia, who have been teaching for 1 to 3 years in public schools, were conducted through purposive sampling. The data obtained from these case studies were analysed using thematic analysis which revealed four main themes: (1) Development of self-efficacy, (2) Teacher adaptability, (3) Professional competencies, and (4) Continuing education effort. This study provides insight that novice teachers’ efficacy beliefs can be developed and improved, particularly by considering the sources of and influences on self-efficacy, early teaching experiences and commitment to the profession. Future research should investigate the best methodology to use for collecting evidence of self-efficacy, as it is not a fixed construct and can be developed over time. Besides, school administrators play a significant role in fostering self-efficacy in teachers especially the novices by providing professional development programmes and encouraging them to participate. Such programmes can help teachers expand their knowledge and skills, make changes to their teaching methods or styles, and become more efficient in meeting the needs of their students
Adaptability · Mathematics education · Medical education · Nonprobability sampling · Pedagogy · Population · Professional development · Qualitative research · Self-efficacy · Sociology · Thematic analysis · Computer Science · Education and Islamic Studies · Medicine · Psychology · Social Psychology
Returns to Teacher Experience
Teacher Retention
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession
The occupational commitment and intention to quit of practicing and pre-service teachers
Self-efficacy as a predictor of commitment to the teaching profession
Teachers' sense of adaptability
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Effects on teachers' self-efficacy and job satisfaction
Teacher Efficacy
A Mixed Methods Study of Self-Efficacy, the Sources of Self-Efficacy, and Teaching Experience
The relationship between teacher efficacy and students' academic achievement
Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs
Do teachers’ years of experience make a difference in the quality of teaching
Teacher efficacy
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Dimensions of Motivation in Teaching
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |