Teacher self-efficacy has been linked to multiple positive student outcomes and teacher practices (Ashton & Webb, 1986; Grant, 2006; Klassen, et al., 2009; Perrachione, Rosser, & Petersen, 2008). However, few studies, have explored teacher self-efficacy qualitatively (Manuel, 2003; Tschannen-Moran & Hoy, 2007; Tschannen-Moran, Hoy, & Hoy, 1998). This basic interpretive case study included two novice teachers and six principals in one urban school district in Connecticut. It utilized Bandura's (1986, 1997) sources and Tschannen-Moran and Hoy's (2001) factors of teacher self-efficacy as a framework for understanding the development of teacher self-efficacy during teacher preparation and the early years of teaching, and the role school administrators play. Findings suggest the importance of working one-on-one with students, especially those who are struggling, careful assigning of mentors, and ongoing professional development for supporting novice teachers' self-efficacy. Future studies might explore the impact of principals' experience and leadership style on teachers' self-efficacy.
|School:||Southern Connecticut State University|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 73/01, Dissertation Abstracts International|
|Subjects:||School administration, Teacher education|
|Keywords:||Novice teachers, Qualitative methods, Self-efficacy, Teacher preparation|
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