Abstract

Teacher self-efficacy is a well-researched concept and a key component in student achievement, teacher performance, motivation, and retention. This self-study examined the perceptions of a fourth-year teacher's sense of self-efficacy in her classroom. The study was conducted by journaling about daily events that influenced the teacher's sense of doing well or not over the course of the first term of a school year (Augustâ€“December). Weekly journals were then re-storied using a three-dimensional narrative structure to ground deeper into the context of the experience of being a teacher. Two main themes emerged: concern for students and concern for evaluation from other stakeholders. The tension between these themes caused the greatest decrease in teacher perceptions of self-efficacy. Additionally, although utilizing the professional techniques of instructional practices, engagement strategies, and management tools can increase teacher self-efficacy, self- efficacy was largely affected by the skills involved in identifying the hidden curriculum, receiving evaluation and feedback, and gaining parental trust. Implications for how to retain teachers through supporting teacher self-efficacy are presented for educators and administrators. Recommendations for updating self-efficacy measures, such as the Teacher Self-Efficacy Scale, are included.

Degree

College and Department

David O. McKay School of Education; Teacher Education

Rights

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