Changes in beginning teachers’ sense of efficacy in classroom management

a one-year follow-up study

Sue Catherine O'Neill, Jennifer Stephenson

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

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 languageEnglish
Title of host publication2014 Annual Meeting of the American Educational Research Association
Subtitle of host publicationthe power of education research for innovation in practice and policy : proceedings
Place of PublicationWashington, DC
PublisherAmerican Educational Research Association
Pages1-19
Number of pages19
Publication statusPublished - 2014
EventAnnual Meeting of the American Educational Research Association - Philadelphia, Pennsylvania
Duration: 3 Apr 20147 Apr 2014

Conference

ConferenceAnnual Meeting of the American Educational Research Association
CityPhiladelphia, Pennsylvania
Period3/04/147/04/14

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