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A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching.

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Title: A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching.
Authors: Ma, Kang1 (AUTHOR) kang.ma1@hdr.mq.edu.au, Cavanagh, Michael2 (AUTHOR)
Source: European Journal of Teacher Education. Jan2026, Vol. 49 Issue 1, p152-167. 16p.
Subject Terms: *Self-efficacy in teachers, *Beginning teachers, *Experiential learning, *Observational learning, *Longitudinal method, Skilled labor, Sociocultural factors
Abstract: The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indicate mastery experience and vicarious experience were the most reported sources, whereas neither social persuasion nor physiological and emotional states were valued. Variations in the effects and cultural specificity of the sources were apparent. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Ma%2C+Kang%22">Ma, Kang</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kang.ma1@hdr.mq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Cavanagh%2C+Michael%22">Cavanagh, Michael</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Jan2026, Vol. 49 Issue 1, p152-167. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Observational+learning%22">Observational learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Skilled+labor%22">Skilled labor</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indicate mastery experience and vicarious experience were the most reported sources, whereas neither social persuasion nor physiological and emotional states were valued. Variations in the effects and cultural specificity of the sources were apparent. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/02619768.2024.2311695
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 152
    Subjects:
      – SubjectFull: Self-efficacy in teachers
        Type: general
      – SubjectFull: Beginning teachers
        Type: general
      – SubjectFull: Experiential learning
        Type: general
      – SubjectFull: Observational learning
        Type: general
      – SubjectFull: Longitudinal method
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      – SubjectFull: Skilled labor
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      – SubjectFull: Sociocultural factors
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      – TitleFull: A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching.
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              Text: Jan2026
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              Y: 2026
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