Changes in teacher efficacy during the early years of teaching: A comparison of four measures

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

“…Building on the relationship between teacher resilience and self-efficacy, other studies have shown differences in resilience-related constructs such as self-efficacy between teachers at different stages of their career. For example, Woolfolk Hoy and Burke Spero (2005) found that teachers' efficacy increased during their pre-service preparations but dropped as they began to work as a new teacher. The authors suggested that although the new teachers still felt capable of various skills, they were no longer sure that these would lead to success as a teacher.…”

“…Finally, and perhaps most obviously, teaching skills such as using a range of instructional practices (Bobek, 2002;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008), knowing students and responding to their needs (Flores, 2006;Kaldi, 2009), professional reflection (Goddard & Foster, 2001;Le Cornu, 2009) and having a commitment to ongoing professional learning (Patterson, et al, 2004;Sumsion, 2004) have been related to teacher resilience. Furthermore, not only having the skills, but having high levels of efficacy for teaching (Brunetti, 2006; and being confident in teaching abilities (Kaldi, 2009;Woolfolk Hoy & Burke Spero, 2005) also play a role in teacher resilience.…”

Impacto da regulação de emoções no trabalho sobre as dimensões de Burnout em psicólogos: O papel moderador da autoeficácia

“…Novos estudos devem ser realizados no contexto brasileiro e internacional com amostras probabilísticas. Sugerem-se, também, outros estudos, nomeadamente com um delineamento longitudinal porque o desenvolvimento da autoeficácia, segundo a literatura, possui relação com o tempo de experiência profissional (Hoy & Spero, 2005). No entanto, importa ressalvar que a realidade é, provavelmente muito mais complexa, e que outras variáveis individuais podem desempenhar um importante e relevante papel mediador entre a regulação de emoções e a SB, como, por exemplo, variáveis de personalidade, estratégias de coping e locus de controle.…”

Reality aftershock and how to avert it: second-year teachers’ experiences of support for their professional development

“…Given that some beginner teachers continue to require a range of instructional and/or emotional support after the completion of their first year in post, given the potentially damaging effects of RAS on their well-being, and given evidence suggesting that those who receive effective support and EPD are more likely to derive satisfaction from teaching, have a higher sense of efficacy and remain in the profession (Barton, 2004;Hoy & Spero, 2005;Johnson 2004), we also urge policy-makers and head teachers (in England at least, to which our data relate) to consider extending contingent support for EPD to teachers' second year in post or beyond. 12 This might be done either through extending the induction period or by introducing formal mechanisms for post-induction EPD support.…”