https://orcid.org/0000-0003-3670-9751
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Abstract
The current study explored changes in first-year teacher self-efficacy of 77 teachers in Virginia during COVID-19. Data included four survey times (August, October, February, and June) to measure changes in first-year teacher self-efficacy. The results found that teacher self-efficacy was highest entering the school year but significantly decreased during the first month of the school year. Self-efficacy scores did not significantly increase until the end of the year. Based on the current results, school districts should provide teacher induction programs throughout the school year to support first-year teacher self-efficacy.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Funding for project came from Christopher Newport University Faculty Development Grant.