Early career teachers' self-efficacy : A longitudinal study from Australia

Journal article

George, Sindu V., Richardson, Paul W. and Watt, Helen M. G.. (2018). Early career teachers' self-efficacy : A longitudinal study from Australia. Australian Journal of Education. 62(2), pp. 217-233. https://doi.org/10.1016/j.ufug.2017.12.007
AuthorsGeorge, Sindu V., Richardson, Paul W. and Watt, Helen M. G.
Abstract

Although Bandura had proposed that self-efficacy once established is relatively stable, it remains a topic of debate, as empirical evidence has shown different patterns of changes in self-efficacy across different career stages. The current study presents longitudinal data from 74 beginning school teachers in Victoria, Australia to discern changes during their first five years. Their increase in self-efficacy is discussed with reference to existing (primarily cross-sectional) studies, and policy implications for supporting early career teachers.

Keywordsearly career teachers; teachers' selfefficacy; longitudinal; classroom management; student engagement; instructional strategies
Year2018
JournalAustralian Journal of Education
Journal citation62 (2), pp. 217-233
PublisherElsevier GmbH - Urban und Fischer
ISSN1618-8667
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ufug.2017.12.007
Scopus EID2-s2.0-85041491408
Research or scholarlyResearch
Page range217-233
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online27 Jul 2018
Publication process dates
Deposited09 Jun 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP140100402
ARC/DP0987614
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