ERIC Number: ED331804
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Changes in Attitudes within First-Year Teachers in Urban Schools.
Chester, Mitchell D.
This study was conducted in the Connecticut public schools during the l989-90 school year to determine why it is so difficult for urban school districts to recruit and retain teachers. The specific purpose was to identify policy-manipulable variables that predict changes in self-efficacy beliefs within first-year teachers in urban schools. This bifurcated study had a qualitative component involving 5 first-year teachers representing elementary, middle, and high school levels in Hartford and a companion quantitative study involving surveys of 56 beginning teachers in 9 urban districts in Connecticut. Interviews and questionnaires were used to understand the beginning teachers' experiences and relationships with colleagues, supervisors, students, and parents. The teachers' attitudes toward teaching and their self-efficacy beliefs were examined and tracked over the course of the year. The study concluded that self-efficacy is a central determinant of a person's ability to exert power and influence. The findings showed that, in urban schools, changes in teachers' self-efficacy beliefs are influenced by variables that are subject to manipulation. Novices need opportunities for collaboration, allocation of resources, and the attention of supervisors in order to feel the ability to exert power and influence. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 2-6, 1991).