College of Education and Human Services
Doctor of Education in Educational Leadership (EdD)
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
Dr. Anne Swanson
Dr. Hope Wilson
Dr. Colleen Wilson
Dr. Matthew Ohslon
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
Hamelin, Jessica Leigh, "Factors Predictive of Self-Efficacy in First Year Teachers" (2020). UNF Graduate Theses and Dissertations. 954.
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons