Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy

Autor/inn/en	Narayanan, Madhu; Ordynans, Jill G.; Wang, Amber; McCluskey, Matthew S.; Elivert, Nathalie; Shields, Anne L.; Ferrell, Anne C.
Titel	Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy
Quelle	In: Education and Urban Society, 55 (2023) 2, S.175-200 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Narayanan, Madhu) ORCID (Wang, Amber) ORCID (Shields, Anne L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211062528
Schlagwörter	Self Efficacy; Beginning Teachers; Teacher Characteristics; Elementary School Teachers; Middle School Teachers; High School Teachers; Teaching Experience; Teacher Attitudes; Teacher Student Relationship; Educational Environment; Career Choice; Professional Identity + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The factors that influence the construction of a teacher's sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy--mastery experiences, vicarious experiences, and verbal persuasion--all remain important but are interpreted through each participant's unique background and conception of identity. Teacher Self-Efficacy emerged as a construct that both influenced and was influenced by this collection of individual factors. This study provides insight into how each teacher's unique experiences interact dynamically with school environments and personal stories to shape their sense of self-efficacy. The findings can influence how new teachers are supported by coaches and teacher educators to build the confidence and motivation necessary to persist through the challenges of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01