A Multi‐Institution Study of Elementary Teacher Candidates’ Self-Efficacy: Analysis of Participant Characteristics and Implications for Teacher Educators

Abstract

The purpose of this cross-sectional study was to compare teacher candidates’ sense of self-efficacy across institutions and at two different points within the teacher preparation program. Teacher candidate characteristics such as age and hometown were also explored in relation to reported levels of self-efficacy. Data in this study were collected from 143 teacher candidates enrolled at three Midwest institutions utilizing the Teachers’ Sense of Efficacy Scale (TSES). Data analysis identified no statistically significant differences in teacher candidates’ self-efficacy across three institutions, at two different points in the teacher preparation program, or based on age or hometown. Rasch results indicated that the TSES was invariant across age and teacher preparation programs. Implications for future research and teacher education are discussed.

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Notes

1 We adopt the Council for the Accreditation of Educator Preparation (CAEP) (2013) use of teacher candidates to refer to “individuals preparing for professional education positions” (para 7).  Elementary teacher candidates are those individuals preparing for professional education positions in grades 1–6. 

2 We use “teacher preparation program” to refer to “a planned sequence of academic courses and experiences leading to a degree, a recommendation for a state license, or some other credential that entitles the holder to perform professional education service in schools” (CAEP, 2015, p.3). Programs might include elementary education, special education, or secondary education in a specific subject area. 

3 Throughout the literature review, we adopt the self-efficacy language presented in the reviewed studies.

4 Four years or less of teaching experience.

5 Field experience is an all-encompassing term to include practica and student teaching.