Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates
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| Title: | Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates |
|---|---|
| Language: | English |
| Authors: | Longaretti, Lynette, Toe, Dianne |
| Source: | Australian Journal of Teacher Education. Apr 2022 47(4):1-20. |
| 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: | 21 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Beginning Teachers, College Graduates, Self Efficacy, Self Concept, Teacher Effectiveness, Self Concept Measures, Barriers, Affordances, High Achievement, Educational Strategies, Self Esteem, Low Income Students, Disadvantaged Schools, Foreign Countries, Program Effectiveness |
| Geographic Terms: | Australia |
| Assessment and Survey Identifiers: | Teachers Sense of Efficacy Scale |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher expectations of their students. This study investigated teacher self-efficacy in high performing teachers at two points in their development: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) at Deakin University during their BEd (Primary) degree. They demonstrated lower self-efficacy than their peers in Efficacy for Instructional Strategies (TSES). As graduates, however, they presented as confident teachers with high self-efficacy. It appears that their studies, their placements in low socioeconomic schools and as well mentored new graduate teachers, had helped make them into effective teachers who were ready for their new profession. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1362850 |
| Database: | ERIC |
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