Efficacy Beliefs of Newly Hired Teachers in Urban Schools

Abstract

This study explores the relationships between change in self-efficacy beliefs, teacher characteristics, and school practices for newly hired teachers in urban schools. Earlier research concluded that the self-efficacy beliefs of beginning teachers typically decline over the course of the first year. The findings of the current study suggest that the decline is not universal. Beliefs are mediated by the teacher’s age and prior experience and by school practices such as opportunities for new teachers to collaborate with colleagues, supervisor attention to instruction, and the level of resources available in the school. Implications of the effects of school practices and teacher characteristics on the induction year experience are discussed.