Xiaofang Zeng (2021). Contributing Factors to Beginning Teacher Instruction Self-Efficacy

This study examined how preparation in subject content, preparation in subject pedagogy, student behaviors and teacher collaboration contributed to teacher self-efficacy in instruction. Full-time teachers with no more than 5 years of teaching experience who participated in the 2013 teaching and learning international survey (TALIS) were included in the data analyses. The results show that there was a significant correlation between preparation in the subject pedagogy and preparation in the subject content and a significant correlation between preparation in the subject pedagogy and student behaviors. Preparation in the subject content, preparation in the subject pedagogy, student behaviors and teacher collaboration each contributed unique variance to teacher instruction self-efficacy. Implications for teacher education and curriculum are discussed.

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