Abstract
Teacher efficacy measures a teacher’s perception of his or her capacity as a teacher and impacts teacher behavior in a number of different ways. This study examined teacher efficacy as well as pedagogical beliefs/practices in pre-service and novice in-service teachers to determine the nature of the relationship between the two. Results indicated that the novice in-service teachers demonstrated statistically significant higher scores on the efficacy measure. In regards to the relationship between pedagogy and efficacy, there was no statistically significant relation among the pre-service teachers but with the novice in-service teachers, efficacy was statistically significantly correlated with general instructional pedagogy.
How to Cite:
McDowell, K., Jack, A., Carroll, J. & Ewing, J., (2014) “Pre-service and Novice Teacher Self-Efficacy: A Tool to Understand and Further Develop Confidence for Impacting Change”, The Advocate 22(1).
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