Putting the Self in Self-Efficacy
Personal Factors in the Development of Early Teacher Self-Efficacy
Bibliographic Data
| ID | 9729759 |
|---|---|
| Authors | Madhu Narayanan (0000-0002-6175-6421, Relay Graduate School of Education, corresponding author), Jill G Ordynans (0000-0001-9344-4804, Relay Graduate School of Education), Amber Wang (0000-0003-1328-2134, Relay Graduate School of Education), Matthew S McCluskey (0000-0002-2911-7849, Relay Graduate School of Education), Nathalie Elivert (Relay Graduate School of Education), Anne L Shields (0000-0002-2174-2965, Relay Graduate School of Education), Anne C Ferrell (Relay Graduate School of Education) |
| Year | 2023 |
| Volume | 55 |
| Issue | 2 |
| Pages | 175-200 |
| Publication date | 2023-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245211062528 |
| OpenAlex | W4200113134 |
| Language | EN |
| Citations received | 11 |
| References cited | 32 |
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
Construct (python library · Developmental psychology · Identity (music · Mathematics education · Persuasion · Psychology of self · Self-concept · Self-confidence · Self-efficacy · Early Childhood Education and Development · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Investigating the change in prospective science teachers’ self-efficacy beliefs and the sources of this change during the teaching practice course
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The occupational commitment and intention to quit of practicing and pre-service teachers
Self-efficacy as a predictor of commitment to the teaching profession
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Grounded theory research
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Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement
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Teacher Efficacy
The relationship between teacher efficacy and students' academic achievement
Teacher Self-Efficacy and Perceived Autonomy
Changes in teacher efficacy during the early years of teaching
Lesson study, collaboration and teacher efficacy
The case for reconceptualizing teacher efficacy research
Collective Efficacy Beliefs
The Contextual Difference
Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms
It’s the Quality Not the Quantity of Ties That Matters
Teacher efficacy
Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs
Chapter 3
Social Cognitive Theory
| Unique citing works | 11 |
|---|---|
| Citations per year | 3,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |