ERIC Number: EJ1207544
Record Type: Journal
Publication Date: 2019-Apr
Abstractor: As Provided
Discovering the Impact of Reading Coursework and Discipline-Specific Mentorship on First-Year Teachers' Self-Efficacy: A Latent Class Analysis
Feng, Luxi; Hodges, Tracey S.; Waxman, Hersh C.; Malatesha Joshi, R.
Annals of Dyslexia, v69 n1 p80-98 Apr 2019
Teacher self-efficacy is critical because it predicts teachers' future behavior and impacts teacher turnover. Most teachers begin their career with moderate to high self-efficacy for teaching, but often experience a sharp decline during the first year of teaching. After the first year, their self-efficacy begins to increase but rarely rises to the level it was prior to beginning teaching. Therefore, examining first-year teachers' self-efficacy is extremely important. Previous research generally depicts teachers as a homogeneous group, relying on variable-centered approaches and including self-efficacy as a scaling score, which may not be applicable at the individual level. Simply extending findings from the variable-centered analyses is insufficient. Therefore, the purpose of the present study is to examine the heterogeneous profiles of first-year teachers' self-efficacy from the 2011-2012 Schools and Staffing Survey and to investigate how self-efficacy profiles are related to teacher training at the individual level. Using latent class analyses, we found three statistically distinctive classes within self-efficacy: high, moderate, and low. Regardless of teaching assignments, teachers who completed reading content courses during preparation programs and received discipline-specific mentoring during their first year dominated a higher level of self-efficacy. We conclude that these two factors are essential to preparing and retaining high-quality teachers.
Descriptors: Beginning Teachers, Self Efficacy, Teacher Effectiveness, Teacher Characteristics, Teacher Education Programs, Reading Instruction, Mentors, Courses
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A