Transitioning into the first year of teaching: changes and sources of teacher self-efficacy

Ma, Kang; Chutiyami, Muhammad; Nicoll, Sandy

doi:10.1007/s13384-021-00481-5

Cited by 6 publications

(5 citation statements)

References 41 publications

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“…Teachers identified with the lower teaching self-efficacy profile could benefit from mastery experiences through mentoring programs (Keese et al, 2023) and administrator support (Ma et al, 2022). Teachers who endorse a lower emotional well-being pattern would likely benefit from interventions to improve personal coping resources.…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ psychological stress and wellbeing during a pandemic: Exploring latent profiles.

Gearhart,

McCarthy,

Lambert

2023

School Psychology

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Teacher stress is at an all-time high. The COVID-19 pandemic created unprecedented challenges for teachers, which resulted in a record number of teachers intending to leave the classroom citing stress as a contributing factor. Understanding teachers' positive and negative psychological experiences, or wellbeing, during the height of the COVID-19 pandemic will inform teacher wellness interventions intended to keep teachers in the classroom. Two hundred forty-six teachers from a suburban school district participated in a survey of well-being indicators, including affect, perceived stress, teaching self-efficacy, and preventive coping. A latent profile analysis identified four patterns of well-being: strained, resilient, lower teaching selfefficacy, and lower emotional well-being. While many teachers were resilient during the crisis, approximately two-thirds experienced global or isolated areas of strain. Additionally, the Classroom Appraisal of Resources and Demands-Revised, a theory-driven assessment of teachers' workplace appraisal of demands and resources, was associated with teachers' strained and resilient well-being profiles, making it a suitable screening tool for these groups. Layered screening and tailored intervention, based on teachers' well-being patterns, may help minimize teacher attrition during and postcrises. Impact and ImplicationsThis study suggests that there are subgroups of classroom teachers characterized by their psychological experience of stress, emotions, teaching ability, and coping during prolonged crises (e.g., and that the way teachers evaluate their workplace (e.g., as containing more demands than resources or vice versa) can help identify teachers experiencing the greatest strain and resilience. Additionally, findings imply that tailored wellness interventions may be more meaningful than one-size-fits-all approaches.

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Section: Discussionmentioning

confidence: 99%

“…* p < .05. (Keese et al, 2023) and administrator support (Ma et al, 2022). Teachers who endorse a lower emotional well-being pattern would likely benefit from interventions to improve personal coping resources.…”

Section: Implications For Practicementioning

confidence: 99%

Teachers’ psychological stress and wellbeing during a pandemic: Exploring latent profiles.

Gearhart,

McCarthy,

Lambert

2023

School Psychology

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“…Including domains other than classroom teaching is especially meaningful as, according to Bandura, TSE measurements should be “broad in scope and domain specificity” (2012, p. 17). It is also essential to emphasize such a line of research in initial teacher education, because using TSE scales with a narrow scope on classroom teaching not only fails to ensure the predictability of TSE, but is also not able to examine PSTs’ TSE for tasks other than classroom teaching ( Cocca and Cocca, 2021 ), which were reported to be the main reason for ‘reality shock’ once PSTs transfer to their first year of teaching ( Ma et al, 2021a ).…”

Section: Teacher Self-efficacy: Theory and Measurementmentioning

confidence: 99%

Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers

Luo

Cavanagh

et al. 2023

Front. Psychol.

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Challenges exist in the validating procedure and comprehensiveness of the existing TSE measurements, though advancements have been achieved. Also, less consistencies have been received regarding teacher self-efficacy measurement in Chinese context so that the study developed and validated a new comprehensive scale for this construct. A total of 854 Chinese pre-service teachers responded to 40 purposely selected teacher self-efficacy items, together with the Generalized Self-Efficacy Scale, the agreeableness subscale of the Big Five Inventory, and items on their effectiveness of teaching practicing and intention to be a teacher. Exploratory factor analyses revealed two distinct factors, one factor (Ethos) focused on the general school climate, harmony, and cooperation, as well as teachers’ own professional development, the other (Teaching) focused on aspects of classrooms and student learning. Confirmatory and second-order factor analysis supported the existence of two factors and also indicated one overarching construct of teacher self-efficacy. Both domains were significantly correlated with general self-efficacy and agreeableness, with either moderate or low correlations. Significant differences in teacher self-efficacy for Ethos and Teaching were found between pre-service teachers who reported higher levels of effectiveness during their professional placement and greater intention to be teachers compared to those with lower self-ratings. In addition, a 20-item short version of the scale was developed, and the same factorial structure was confirmed. This study validated the two-factor structure of a newly developed teacher self-efficacy scale that covers domains both within and outside classroom teaching. Limitations and implications are discussed.

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“…According to research, the school environment impacts many different sectors and individuals inside schools. For example, a healthy school atmosphere has reduced children's behavioral and emotional disorders (Ma, Chutiyami & Nicoll, 2021). Furthermore, research on school climate in high-risk urban contexts reveals that an optimistic, inclusive, and culturally sensitive school atmosphere may significantly influence urban children's academic achievement (Min, 2019).…”

Section: Willingness To Remain In the Professionmentioning

confidence: 99%

The Mediating Effect of Leadership Trust on the Relationship Between Organizational Commitment and Willingness to Remain in the Profession of Public Elementary School Teachers

Riezl

2022

Am. J. Multidis. Res. Innov.

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This study determined the mediating effect of leadership trust on the link between organizational commitment and willingness to remain in the profession among 300 teachers in the Division of Davao del Sur, the Philippines, using a non-experimental quantitative descriptive-correlational research design. Weighted mean, Pearson r, and path analysis using AMOS were used for data analysis. Findings revealed that the level of Organizational Commitment and level of Job Satisfaction are “high,” while the level of willingness to remain in the profession is “very high.” Organizational commitment positively and significantly correlated with willingness to stay in the work (r=0.162) and leadership trust (r=0.573). Also, Leadership Trust positively and significantly correlated with overall Willingness to Remain in the profession (r=0.386). Utilizing path analysis, the study revealed complete mediation of leadership trust on the association between organizational commitment and willingness to remain in work. This means that leadership trust is why organizational commitment can influence the desire to stay in the profession.

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Transitioning into the first year of teaching: changes and sources of teacher self-efficacy

Cited by 6 publications

References 41 publications

Teachers’ psychological stress and wellbeing during a pandemic: Exploring latent profiles.

Teachers’ psychological stress and wellbeing during a pandemic: Exploring latent profiles.

Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers

The Mediating Effect of Leadership Trust on the Relationship Between Organizational Commitment and Willingness to Remain in the Profession of Public Elementary School Teachers

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