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Teachers' efficacy in preparation and retention.

Article Excerpt
Abstract

Researchers, policy makers, and university faculty continue to debate reasons for teacher attrition. By looking at dispositions and teachers' feelings of efficacy, insight can be gained into the teacher shortage issue. This article uses survey data from novice teachers to make recommendations for teacher preparation programs and supervising administrators. Changes can be made that positively impact the beginning experiences of novice teachers and ultimately encourage teacher retention. Teacher efficacy is shown as a major factor in teacher retention and satisfaction.

Introduction

Teacher shortages are a growing concern across the United States (Wesley, 2003; Wong, 2002). Professional literature describes reasons that teachers across the nation leave the teaching profession (Boe & Bobbit, 1997; Whitener, Gruber, Lynch, Tingos, & Fondelier, 1997). Numerous studies from this body of literature focus on "external issues" such as school atmosphere, low pay, etc. (Boe & Bobbitt, 1997; Ingersoll, 2001 McCreight, 2000). Analysis of information about why teachers leave is vital to the study of retention and attrition. However, an alternate view of the issue might place focus on characteristics and critical factors that influence those who succeed and remain in the profession. Fewer studies target "internal issues" that appear to enhance or preclude longevity in the field, such as teachers' dispositions and their levels of confidence and efficacy. By identifying and understanding personal and professional attributes, behaviors, and school setting conditions associated with teacher efficacy, educator preparation programs and supervising administrators might proactively impact the confidence and success of new teachers and ultimately affect reductions in attrition. Certainly, the potential influences of these factors merit careful examination by those who train and supervise new teachers and who strive to support their development and success.

Efficacy

The term "efficacy" can be defined as the power to produce an effect. Teachers who possess a sense of professional efficacy believe they have the power to produce desired effects in their classrooms and in their schools. Although it has been common to relate a new teacher's potential for staying or leaving the profession to specific external factors, a careful review of the research and literature on retention suggests that a perceived lack of efficacy, which can be defined as an internal factor, is often a cause in the attrition rates seen among new teachers. The influences of classroom and school culture and environments have received much attention in the literature. Critical research in these areas led Darling-Hammond (2003) to conclude that "teachers' feelings about administrative support, resources for teaching, and teacher input into decision-making are strongly related to their plans to stay in teaching and to their reasons for leaving" (p.9). Additional factors, including increased accountability, increased paperwork, lack of parental support, and student attitudes, have also been associated with the attrition of...