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Article Excerpt
Abstract
This descriptive survey study investigated student teachers' sources of self-efficacy. Using simultaneous regression, we predicted student teachers' sense of efficacy using their relationship with mentors, amount of field experiences, and teaching support. The regression equation accounted for 27% of the variance in efficacy scores. Highly efficacious student teachers in this sample tended to have less teaching experience, but a more positive relationship with their mentors and more teaching support.
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A growing number of educational researchers are interested in relationships between teacher efficacy and other educational variables. For example, teachers' efficacy judgments have been correlated with decreased burnout (Brouwers & Tomic, 2000), increased job satisfaction (Caprara, Barbaranelli, Borgogni, & Steca, 2003), and commitment to teaching (Coladarci, 1992). Ross (1998) reviewed 88 teacher efficacy studies and suggested that teachers with higher levels of efficacy are more likely to (1) learn and use new approaches and strategies for teaching, (2) use management techniques that enhance student autonomy and diminish student control, (3) provide special assistance to low achieving students, (4) build students' self-perceptions of their academic skills, (5) set attainable goals, and (6) persist in the face of student failure. Teacher efficacy also has been correlated with student achievement (Ashton & Webb, 1986), student sense of efficacy (Anderson, Greene, & Loewen, 1988) and student motivation (Midgley, Feldlaufer, & Eccles, 1989).
Sources of Efficacy Beliefs
The development of teacher efficacy beliefs among prospective teachers has generated a great deal of research interest because once established, these beliefs appear to be resistant to change. Even with this research activity, however, little is known about the sources of higher efficacy. Woolfolk Hoy and Burke-Spero (2005) suggested that mastery experiences during student teaching and the first years of teaching influence the development of teacher efficacy. Field experiences give student teachers opportunities to evaluate their capabilities. Observations of other teachers might serve as "vicarious experience," which is another effective tool for promoting a sense of efficacy. In addition, Bandura (1997) pointed out the importance of feedback and support from environment in the cultivation of efficacy. In their longitudinal case study, Mulholland and Wallace (2001) found that successful mastery experiences and verbal persuasions were the primary sources of information for building teacher's efficacy. During both the preservice and inservice teaching years, previous experience with an instructional activity, knowing students' characteristics, preference for manageable activities, and support from supervisors in early years of teaching helped teachers experience mastery.
Teaching Experience and Efficacy
Student teaching is generally considered the most beneficial component of preparation by prospective and practicing teachers and teacher educators (Borko & Mayfield, 1995; Guyton & McIntyre, 1990). In practice, the cooperating teacher plays the most vital role in supervision...
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