The development of teacher self-efficacy from preservice to early career teacher: a systematic review of development and methodological quality in longitudinal research

Kang Ma*, Anne McMaugh, Michael Cavanagh

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Teacher self-efficacy (TSE) is one important construct in teacher education research and malleable at early career stages before becoming resistant to change once established. Longitudinal research plays an essential role in capturing TSE changes and although it has been claimed to be lacking, no systematic methodological review of these studies has been published. This systematic review aims to clarify the nature of the longitudinal study of early career TSE and evaluate the methodological strengths and weaknesses of this research. A total of 41 articles published between 1977 and 2018 were included and their methodological quality was evaluated and reported based on key principles of longitudinal research design, resulting in the identification of significant design,construct and measurement concerns. Suggestions for future longitudinal research on TSE are offered.
Original languageEnglish
Number of pages17
JournalInternational Journal of Research and Method in Education
Early online date20 Oct 2021
DOIs
Publication statusE-pub ahead of print - 20 Oct 2021

Keywords

  • longitudinal research
  • self-efficacy
  • teacher' self-efficacy
  • early career teacher

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