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 contributionpeer-review

    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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