This study identifies factors that influence the development of teacher efficacy in STEM graduate teaching assistants over the course of one semester. Those with high teacher efficacy draw upon mastery experience, vicarious experience, and verbal and social persuasions from reliable sources, such as professors and accomplished peers.

This study provides a deeper understanding of the model of teaching assistant (TA) self-efficacy by connecting self-efficacy to teaching approach and suggesting that high self-efficacy TAs show a greater concern for impacting student learning (outward focus) than for their own tasks (inward focus).

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