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

Publication dates
Authors	George, 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.
Keywords	early career teachers; teachers' selfefficacy; longitudinal; classroom management; student engagement; instructional strategies
Year	2018
Journal	Australian Journal of Education
Journal citation	62 (2), pp. 217-233
Publisher	Elsevier GmbH - Urban und Fischer
ISSN	1618-8667
Digital Object Identifier (DOI)	https://doi.org/10.1016/j.ufug.2017.12.007
Scopus EID	2-s2.0-85041491408
Research or scholarly	Research
Page range	217-233
Funder	Australian Research Council (ARC)
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	27 Jul 2018
Publication process dates
Deposited	09 Jun 2021
ARC Funded Research	This output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant ID	ARC/DP140100402
	ARC/DP0987614

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