Factors Predictive of Self-Efficacy in First Year Teachers

Author

Jessica Leigh Hamelin, University of North FloridaFollow

Year

2020

Season

Spring

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Leadership, School Counseling & Sport Management

NACO controlled Corporate Body

University of North Florida. Department of Leadership, School Counseling & Sports Management

First Advisor

Dr. Anne Swanson

Second Advisor

Dr. Hope Wilson

Rights Statement

http://rightsstatements.org/vocab/InC/1.0/

Third Advisor

Dr. Colleen Wilson

Fourth Advisor

Dr. Matthew Ohslon

Abstract

Research demonstrates that there are increased teacher burnout rates within the first 5 years of entering the field (Darling-Hammond, 2003; Skaalvik & Skaalvik, 2010; Yost, 2006). Consistent with those findings is that teacher preparation matters when conversing about recruitment and retention (Brown, Lee, & Collins, 2014). As more research is conducted in the area of teacher preparation it has become clear that teacher effectiveness is directly related to preparation (Darling-Hammond, 2010). As teachers enter their first-year teaching, philosophical stances can change, inflated beliefs about the teaching profession can be altered, and self-efficacy is influenced. Drawing from Hoy and Spero’s (2005) findings on teacher self-efficacy and Bandura’s theory of self-efficacy (1993), teachers’ self-efficacy is most malleable in the early years of teaching. This study surveyed first year elementary and secondary school teachers and employed a regression analysis to determine factors that are predictive of self-efficacy.

Keywords: teacher self-efficacy

Suggested Citation

Hamelin, Jessica Leigh, "Factors Predictive of Self-Efficacy in First Year Teachers" (2020). UNF Graduate Theses and Dissertations. 954.
https://digitalcommons.unf.edu/etd/954