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From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience

Williams, Anita J.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864

Abstract Details

2014, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Urban Educational Leadership.
This qualitative research study examined three teachers’ self-efficacy development through lived experiences from pre-service through their first year teaching. Utilizing a multi-subject case study approach (Yin, 2003), the study explored what and how various experiences influenced three teachers’ efficacy. Building upon the work of Bandura (1977, 1993) and Guskey (1988), Johnson (2010) described efficacious teachers as “resourceful, cause-and-effect thinkers who persist when things do not go smoothly and persevere in the face of setbacks” (p. 23). Previous research reports that teacher efficacy has powerful effects on teacher behaviors, and that the years during training may offer valuable exposure to efficacy-forming experiences (Johnson, 2010). Findings of this study indicate participants’ past experiences and training in their preparation played a critical role in self-efficacy development. Secondly, an important objective of teacher education training is grounded in its program’s mission and instructors’ curriculum implementation. As such, both areas must be accomplished with fidelity to support beginning teachers’ capacity to bridge the gap in understanding how theoretical ideas may be manipulated for practical use during instructional delivery. Additional research findings underscore the critical need for PK-16 educators and other stakeholders to acknowledge and address how beliefs and attitudes about diverse groups influence the quality of their education. With regard to these findings, the study discusses implications for teacher education programs, acknowledging the responsibilities stakeholders assume in training teacher candidates. As such, future research should utilize longitudinal studies and qualitative approaches to explore how teacher candidates’ experiences in training influence self-efficacy development and teaching sustainability. Additionally, further research into gaining a deeper understanding of how different motivations to teach relate to teacher success will add beneficial insights to current literature in the field.
Holly Johnson, Ph.D. (Committee Chair)
Carlee Escue, Ph.D. (Committee Member)
Susan Watts Taffe, Ph.D. (Committee Member)
251 p.
Teacher Education
self-efficacy; pre-service teachers; teacher motivation; teacher efficacy; teacher education training program; case studies

Recommended Citations

Citations

  • Williams, A. J. (2014). From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864

    APA Style (7th edition)

  • Williams, Anita. From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience. 2014. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864.

    MLA Style (8th edition)

  • Williams, Anita. "From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience." Doctoral dissertation, University of Cincinnati, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864

    Chicago Manual of Style (17th edition)

ucin1397733864
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© 2014, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.