Teachers’ sense of efficacy has gained increasing attention since the mid-1980s. However, only limited attention has been paid to the experiences of teachers in their specific contexts. The aim of this study is to gain a deeper understanding of the experiences of early childhood teachers and explore and analyze the role of context and first-year teaching experiences in teachers’ sense of efficacy. Specifically, the study aims to understand the support of and challenges to teachers’ sense of efficacy. The study utilized several complementary theories (e.g., sociocultural theory) and their related literature (e.g., induction year support, teacher beliefs) in order to derive multiple perspectives.
This interpretive-qualitative case study was conducted with four early childhood teachers from different school districts. Data collection lasted approximately five months during the academic year of 2006-2007. Data were collected through semi-structured and informal interviews, observations of local contexts, and a variety of documents related to the participants’ teacher education and induction-year programs, as well as their classroom and school contexts. To gain a comprehensive understanding of teachers’ experiences and contexts, the mentors and administrators of the participating teachers were also interviewed. In the data analysis phase, the constant comparison method and interpretivist approach were used.
The data analysis revealed five assertions: (1) A teacher’s sense of efficacy is context-dependent, bounded, and dynamic; (2) A variety of interrelated personal and contextual features serve as supports and challenges to a teacher’s sense of efficacy; (3) Community members act as building blocks of efficacy; (4) Each teacher interprets similar induction-year experiences differentially; and (5) A collaboratively built, supportive school culture empowers teachers and contributes to their sense of efficacy. The participants’ experiences depicted the individualized nature of support that increased teachers’ knowledge and confidence in teaching.
This study informs teacher educators, administrators, and mentor teachers about possible challenges to, and support of, early childhood teachers’ sense of efficacy and their role in teachers’ experiences. The findings of this study have implications for re (structure) induction-year programs, including mentoring, as well as for teacher education programs.