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Comparing Self-Efficacy of Preservice and Inservice Teachers: What Factors Influence the Teacher Efficacy of Undergraduate and Graduate Students

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  • Author(s): Katie Alford; Jennie Winters
  • Language:
    English
  • Source:
    Critical Questions in Education. 2025 16(2):128-144.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
    • Peer Reviewed:
      Y
    • Source:
      17
    • Education Level:
      Higher Education
      Postsecondary Education
      Elementary Education
      Secondary Education
    • Subject Terms:
      Self Efficacy; Teacher Effectiveness; Undergraduate Students; Graduate Students; Teacher Education Programs; Instructional Program Divisions; Experience; Teacher Student Relationship; Behavior; Educational Environment; Preservice Teachers; Elementary School Teachers; Secondary School Teachers; Student Behavior; Learner Engagement; Teaching Methods; Classroom Techniques
    • Subject Terms:
      Teachers Sense of Efficacy Scale
    • ISSN:
      2327-3607
    • Abstract:
      This concurrent embedded mixed methods research study aimed to investigate the self-efficacy of preservice and inservice teachers within the context of an undergraduate and graduate program at a small private institution in the Midwest United States. Using a mixed-methods approach, we collected data from 28 undergraduate preservice teachers and 26 graduate inservice teachers to identify any variables significant to their self-efficacy and compared the two groups. The results suggest that undergraduate preservice teachers and graduate inservice teachers report similar factors that influence their teaching efficacy. There were differences for overall teacher efficacy ratings based on the grade bands taught, whether they had prior experiences with children, and how long the teacher had been in the classroom for inservice teachers. According to their self-reporting, the most salient elements that affect teachers were: classroom experiences, student relationships, behaviors, school context/climate, and the mentorship they receive from administrators and colleagues. These findings will be helpful in modifying practices in teacher preparation programs and graduate continuing education programs to support teacher efficacy.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1481340