The Development of Preservice Teachers' Self-Efficacy for Classroom and Behavior Management across Multiple Field Experiences
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| Title: | The Development of Preservice Teachers' Self-Efficacy for Classroom and Behavior Management across Multiple Field Experiences |
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| Language: | English |
| Authors: | Sciuchetti, Maria B., Yssel, Nina |
| Source: | Australian Journal of Teacher Education. Jun 2019 44(6):19-34. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Self Efficacy, Classroom Techniques, Self Management, Field Experience Programs, Special Education, Special Education Teachers, Evidence Based Practice, Job Satisfaction, Teacher Burnout, Females, Faculty Development, Beginning Teachers, Experienced Teachers, Teacher Persistence |
| ISSN: | 1835-517X |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1221211 |
| Database: | ERIC |
| Abstract: | 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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| ISSN: | 1835-517X |
