TY - JOUR
T1 - Self-efficacy development in student teachers
T2 - the critical role of school placement
AU - Power, Jason Richard
AU - Lynch, Raymond
AU - Atit, Kinnari
N1 - Publisher Copyright:
© 2023 Association for Teacher Education in Europe.
PY - 2023
Y1 - 2023
N2 - This study examines student teachers’ self-efficacy development as they complete their first professional placements in a school environment. Teacher Self-efficacy has previously been linked to teacher adaptability, retention within the profession and effectiveness. The current study samples a population of undergraduate and postgraduate student teachers (n = 643) both pre and post two school placements which are contained within their degree program. A repeated cross-sectional design was employed using the Teacher Self-efficacy Scale. The research findings suggest that initial school placement experiences play a key role in the self-efficacy development of student teachers. Self-efficacy reports consistently increased in line with professional experience, as did reports of job satisfaction. Conversely, reports of stress related to classroom management and workload consistently dropped. The complete open data set is linked for potential review and/or future independent use. Implications for the optimisation of teacher education structures are outlined and future research areas are identified.
AB - This study examines student teachers’ self-efficacy development as they complete their first professional placements in a school environment. Teacher Self-efficacy has previously been linked to teacher adaptability, retention within the profession and effectiveness. The current study samples a population of undergraduate and postgraduate student teachers (n = 643) both pre and post two school placements which are contained within their degree program. A repeated cross-sectional design was employed using the Teacher Self-efficacy Scale. The research findings suggest that initial school placement experiences play a key role in the self-efficacy development of student teachers. Self-efficacy reports consistently increased in line with professional experience, as did reports of job satisfaction. Conversely, reports of stress related to classroom management and workload consistently dropped. The complete open data set is linked for potential review and/or future independent use. Implications for the optimisation of teacher education structures are outlined and future research areas are identified.
KW - job satisfaction, school placement
KW - Self-efficacy
KW - stress
KW - student teacher
UR - http://www.scopus.com/inward/record.url?scp=85178233272&partnerID=8YFLogxK
U2 - 10.1080/02619768.2023.2288555
DO - 10.1080/02619768.2023.2288555
M3 - Article
AN - SCOPUS:85178233272
SN - 0261-9768
SP - -
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
ER -