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
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
Included in
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