I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree?

Pfitzner-Eden, Franziska

doi:10.1016/j.tate.2016.01.018

Cited by 85 publications

(49 citation statements)

References 66 publications

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“…This study supports previous findings that self-efficacy changes over time and may not remain constant (Pfitzner-Eden, 2016;Yüksel, 2014). Similar to the findings of Chambers and Hardy (2005), the percentage of participants with high levels of self-efficacy remained the same at the end of the first semester of the PDS (EOS I) when compared to BOS I levels.…”

Section: Discussionsupporting

confidence: 91%

“…The majority of studies exploring efficacy beliefs have been conducted with in-service teachers (Klassen et al, 2011). Self-efficacy research among preservice teachers has historically focused on experiences during student teaching and into the first year of teaching (e.g., Klassen et al, 2011) and among general education preservice teachers (e.g., Ma & Cavanagh, 2018, Pfitzner-Eden, 2016Reupert & Woodcock, 2010). By exploring the experiences of preservice teachers in the context of multiple field experiences, this study sought to address noted gaps in the current literature on preservice teacher self-efficacy (Chambers & Hardy, 2005;Reupert & Woodcock, 2010), and extend the focus to special education preservice teachers self-efficacy in the areas of classroom and behaviour management.…”

Section: Self-efficacy Job Satisfaction and Burnoutmentioning

confidence: 99%

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The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences

Sciuchett¹

2019

AJTE

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Classroom and behaviour management difficulties are consistently reported among the top reasons given by both novice and experienced teachers for leaving the profession. In order to successfully prepare and retain teachers, it is imperative that we understand the factors related to issues of classroom and behaviour management that may influence their decision to remain in the field. This study explored the development of preservice special education teachers' self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were noted when compared to beginning levels. Despite noted increases in self-efficacy levels, participants continued to express a need for training in evidence-based practices and strategies for addressing extreme behaviours. Implications and limitations are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Self-efficacy Job Satisfaction and Burnoutmentioning

confidence: 99%

The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences

Sciuchett¹

2019

AJTE

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“…Although being completed before PSTs' first professional experience placement, the level of general TSE was just higher than the mid-point of 5.0 and relatively lower than in comparable previous research with PSTs (Pendergast, Garvis, & Keogh, 2011;Pfitzner-Eden, 2016). Therefore, in the present study the commonly reported "unrealistic optimism" (Weinstein, 1988) was not evident in the quantitative data.…”

Section: Levels Of Tsecontrasting

confidence: 76%

“…For example, a teaching certificate was found to positively correlated with levels of TSE with no difference was found among PSTs with different degrees (Guo, Piasta, Justice, & Kaderavek, 2010). While TSE of PSTs from undergraduate and master's degree teacher education programs were identified to be different (Pfitzner-Eden, 2016).…”

Section: Demographic Factorsmentioning

confidence: 91%

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

Ma¹,

Cavanagh²

2018

AJTE

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“…According to this vast body of literature, our past experiences (both direct and those that are observed), combined with beliefs about self (e.g., self-efficacy; Bandura, 1997) accumulate over time and influence our ongoing and future actions, beliefs, and expectations. There is a wealth of literature to suggest that teachers' beliefs guide teachers' actions (e.g., Fives & Gill, 2015;Pajares, 1992;Pfitzner-Eden, 2016;Song & Looi, 2012;Thoonen, Sleegers, Peetsma, & Oort, 2011;Tsangaridou, 2008;Wilkins, 2008). As Bandura's theory predicts, we also know that engaging in practices can inform beliefs (e.g., Swain, Nordness, & Leader-Janssen, 2012;Yilmaz & Cavas, 2008).…”

Section: Theoretical Rationalesmentioning

confidence: 99%

Preservice teachers’ beliefs about high-stakes testing and their working environments

Nichols

Brewington

2020

EPAA

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In this exploratory mixed methods survey study, we assess preservice teachers’ (n=379) experiences with and beliefs about their high-stakes testing experiences and analyze how they relate to their beliefs about the role and efficacy of high-stakes testing in education and their future profession. Using Likert, vignette, and open-ended response opportunities, we gauged preservice teachers’ beliefs about accountability and the role of high-stakes testing in three ways: (a) what are their personal experiences with high-stakes testing, (b) what are their their beliefs about accountability and high-stakes testing in general, and (b) what role does accountability (and testing pressures) play in their future workplace preferences? Results indicate that preservice teachers’ experiences with and beliefs about high-stakes testing accountability vary based on gender, ethnicity, and previous experiences with high-stakes tests. Importantly, although in aggregate our participants reported they generally disliked the high-stakes tests they personally had to take in high school, subgroup analyses reveal that for those who took them during the NCLB era, they also saw high-stakes tests as good thing for education overall. Preservice teachers who were younger and “grew up” under NCLB and the height of high-stakes testing believed high-stakes tests to be a waste of time for them personally, but a useful way to evaluate teachers as an educational policy. Vignette and qualitative analyses of workplace preferences and rationales underscore some of the assumptions our preservice teachers hold about high-stakes testing as a policy mechanism to help explain this finding. We conclude with implications for policy and future research.

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I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree?

Cited by 85 publications

References 66 publications

The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences

The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

Preservice teachers’ beliefs about high-stakes testing and their working environments

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