Self-efficacy development in student teachers: the critical role of school placement

ABSTRACT

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.

KEYWORDS:

• Self-efficacy
• student teacher
• stress
• job satisfaction, school placement

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The complete dataset, as collected and analysed, is available for review and/or future independent reuse under an Attribution 4.0 International (CC BY 4.0) through the Open Science Framework: https://osf.io/hs8rm/?view_only = 72f9e8cec76544ee9c77c2ab469e02a5

Additional information

Notes on contributors

Jason Richard Power

Jason Power is a lecturer in STEM education at the University of Limerick. He currently leads an EU funded study that aims to enhance evidence-based practice within third level STEM learning environments. Within this, and related nationally funded projects, he is leading an international team in the creation of professional development programs, synthesised evidence bases and associated supporting resources. His previous research has focused on non-cognitive factors and their relationship to performance within STEM learning environments.

Raymond Lynch

Raymond Lynch is a senior lecturer in the School of Education at the University of Limerick. He is a qualified Technology teacher and lecturers mainly in areas of understanding classroom practices and research methods. His research interests focus on student motivation and task design in the pursuit of enhanced student learning.

Kinnari Atit

Kinnari Atit is an Assistant Professor in the School of Education at the University of California, Riverside. She received her Ph.D. in Psychology from Temple University. After receiving her doctorate, she was a postdoctoral researcher at Johns Hopkins University and also at Northwestern University. Her areas of research include the intersection of spatial thinking and science, technology, engineering, and math (STEM) education. More specifically, her work focuses on leveraging students’ spatial skills to improve their mathematics achievement, 2) supporting students’ understanding of spatial STEM concepts, and 3) examining K-12 teachers’ use of pedagogical practices that support spatial learning in the classroom.