Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences

Sue O'Neill*, Jennifer Stephenson

*Corresponding author for this work

Research output: Contribution to journalArticle

41 Citations (Scopus)

Abstract

Beginning teachers that posses a good sense of efficacy are less likely to suffer stress, burnout, or attrition. This study reports final-year Australian pre-service primary teachers sense of efficacy scores and the sources of information that contributed to it. Results showed that our beginning teachers had a good sense of efficacy, and classroom management was not differentiated from instructional or engagement efficacy. Further, personal qualities and physiological and affective states predicted self-efficacy scores, and having a number of opportunities to practice behaviour management skills was associated with a higher sense of efficacy. Implications for teacher education are discussed.

Original languageEnglish
Pages (from-to)535-545
Number of pages11
JournalTeaching and Teacher Education
Volume28
Issue number4
DOIs
Publication statusPublished - May 2012

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Keywords

  • pre-service teachers
  • sense of efficacy
  • classroom management

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