Pre-Service Teachers’ Self-Efficacy Support Systems Resulting in a Desire to Become Teachers

Abstract

This study focused on changes in the self-efficacy of 48 men and women pre-service teachers in a Thai computer Teacher Education program. Their self-efficacy levels were measured before and after attending the Pre-service Teacher Support System (PTSS). A shorter version of the Teacher Sense of Efficacy Scale and assessment of the desire to become a teacher were used to collect self-efficacy, PTSS questionnaires, logbooks, and interviews. PTSS is a program developed to assist students with self-efficacy, motivation, and the desire to become teachers. The results show a statistical increase in self-efficacy. The PTSS program designed for pre-service teachers to exchange teaching experiences and techniques they gained during practicum training. The PTSS has resulted in an increase in self-efficacy after attending PTSS sessions with personalized implications, which indicated the support system could help student teachers.

The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics

“…However, the mean self-efficacy scores of the experimental group was statistically higher than that of the control group after treatment, t(71)=5.46, p=0.000 (Table 8). This result is consistent with that reported in a similar study (Manowaluilou & Reeve, 2022). The elevated self-efficacy of the experimental group was as a result of the interventional strategy used (PBA) (Ali, 2021).…”

Motivation to teach and preparedness for teaching among preservice teachers in China: The effect of conscientiousness and constructivist teaching beliefs

“…Keeping preservice teachers (PSTs) consistently and efficiently committed to their own learning has become key to producing high-quality teachers ( Sinclair et al, 2006 ). In 2018, the government of mainland China enacted an action plan titled “The opinions of comprehensively deepening the reform of teacher construction in the new era,” which highlights the value and importance of high-quality teachers who are “happy to teach, suitable for teaching, and good at teaching.” Preparedness for teaching is often used as a learning outcome for PSTs—teachers with higher levels of preparedness are considered higher-quality teachers ( Darling-Hammond et al, 2002 ; Stites et al, 2018 ; Van Rooij et al, 2019 ; Manowaluilou and Reeve, 2022 ). Based on Bandura’s (1977) social learning theory, PSTs’ preparedness for teaching can be affected by the long-term interaction between the environment and the individual.…”

“…Notably, existing studies (e.g., Hechter, 2011;Lunenberg, 2011;Manowaluilou and Reeve, 2022) have confirmed that high self-efficacy influences engagement and performance and maintains selfdevelopment and self-adjustment among PSTs. Moreover, some studies have found that low self-efficacy impacts the decision to leave the teaching profession (e.g., Skaalvik and Skaalvik, 2007;Klassen and Chiu, 2011) and is moderately correlated with academic performance-indeed, it is negatively correlated with academic performance among high-achievers (e.g., Honicke and Broadbent, 2016;Talsma et al, 2019).…”

Educational counselors and psychologists roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns perceptions

“…It is therefore crucial to preserve the emotional support, the counseling and the instruction services supplied to them by the educational counselors and psychologists, in this sensitive period. These recommendations are supported by recent studies that indicate a strong relationship between pre-service teachers' self-efficacy and functioning and the quality of their support system (Ellis et al, 2020 ;Lee et al, 2022 ;Manowaluilou & Reeve, 2022 ;Orland-Barak & Wang, 2021). Most teachers who did not pursue their teaching career after their first year of teaching was because of job dissatisfaction (Caprara et al, 2003), which implies a need for mental and emotional support (Klassen & Tze, 2014;Buric et al, 2017).…”

“…Indeed, this use can indicate not only the ECE interns' (perception) of the roles of the counseling agents, but also the interns' emotional state and the unique professional development stage at which they are found, a stage characterized by a high level of anxiety, lack of knowledge and professional experience, and shortage of skills and effective professional tools (Levy et al, 2019;Mahmood, 2013;. They thus used the counselors and psychologists mainly for relieving their sense of professional loneliness, emotional maintenance and processing of stressful experiences, as well as for consulting about specific students who make it difficult for them to manage the kindergarten/classroom or who exhibit prominent developmental problems (Lee et al, 2022;Manowaluilou & Reeve, 2022).…”