A Longitudinal Inquiry of Sources of Teacher Self-Efficacy: From the Professional Experience into the First Year of Teaching
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| Title: | A Longitudinal Inquiry of Sources of Teacher Self-Efficacy: From the Professional Experience into the First Year of Teaching |
|---|---|
| Language: | English |
| Authors: | Kang Ma (ORCID |
| Source: | European Journal of Teacher Education. 2026 49(1):152-167. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Beginning Teachers, Self Efficacy, Longitudinal Studies, Teaching Experience, Cultural Influences, Teacher Placement |
| Geographic Terms: | China |
| DOI: | 10.1080/02619768.2024.2311695 |
| ISSN: | 0261-9768 1469-5928 |
| Abstract: | The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indicate mastery experience and vicarious experience were the most reported sources, whereas neither social persuasion nor physiological and emotional states were valued. Variations in the effects and cultural specificity of the sources were apparent. Implications and limitations are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503198 |
| Database: | ERIC |
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| Abstract: | The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indicate mastery experience and vicarious experience were the most reported sources, whereas neither social persuasion nor physiological and emotional states were valued. Variations in the effects and cultural specificity of the sources were apparent. Implications and limitations are discussed. |
|---|---|
| ISSN: | 0261-9768 1469-5928 |
| DOI: | 10.1080/02619768.2024.2311695 |
