Exploring Differences in Novice and Experienced Teachers' Self-Efficacy: A Mixed Methods Study

Autor/inn/en	Torabzadeh, Shima; Hashamdar, Mohammad
Titel	Exploring Differences in Novice and Experienced Teachers' Self-Efficacy: A Mixed Methods Study
Quelle	In: MEXTESOL Journal, 46 (2022) 1, (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	Self Efficacy; Teacher Effectiveness; Teacher Attitudes; Beginning Teachers; Experienced Teachers; Language Teachers; English (Second Language); Teacher Competencies; Learner Engagement; Classroom Techniques; Teaching Methods + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Junior teacher; Junglehrer; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrkunst; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Self-efficacy refers to teachers' beliefs in their own abilities. Although there are many studies on teacher self-efficacy, there is a need for more research on teachers' self-efficacy in light of their experience. This study explored differences between novice and experienced teachers' self-efficacy. Data were collected qualitatively and quantitatively through interviews and questionnaires. Content analysis was used to analyze qualitative data, and the quantitative data were analyzed via Wilcoxon test. The findings indicated that the experienced teachers held more efficacious beliefs as compared to the novice teachers. While the novice teachers were more concerned about syllabus-related issues than about shaping their efficacy, the experienced teachers held more general views about considering students' needs as a factor in shaping their efficacy beliefs. The study concludes with implications for more attention to self-efficacy in preservice and in-service teacher education settings. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01