Abstract
Having a high sense of efficacy is important for beginning teachers, yet little is known about its trajectory from pre to in-service teaching. This study measured the classroom management sense of efficacy of 187 Australian primary teachers at the completion of pre-service training, and one year on. Collectively, their sense of efficacy as classroom managers remained stable and quite high. Greater teaching experience and continuity of tenure were related to a higher sense of efficacy in classroom management. Additionally, completing pre-service units in classroom behaviour management was not significantly related to higher classroom management sense of efficacy scores. The implications of the findings for teacher education are discussed.
Original language | English |
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Title of host publication | 2014 Annual Meeting of the American Educational Research Association |
Subtitle of host publication | the power of education research for innovation in practice and policy : proceedings |
Place of Publication | Washington, DC |
Publisher | American Educational Research Association |
Pages | 1-19 |
Number of pages | 19 |
Publication status | Published - 2014 |
Event | Annual Meeting of the American Educational Research Association - Philadelphia, Pennsylvania Duration: 3 Apr 2014 → 7 Apr 2014 |
Conference
Conference | Annual Meeting of the American Educational Research Association |
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City | Philadelphia, Pennsylvania |
Period | 3/04/14 → 7/04/14 |