Abstract
Drawing on data from 355 early career teachers in the Teaching and Learning International Survey 2018, linear regression analyses were conducted to examine the relationship between Initial Teacher Preparation (ITP), motivations to become a teacher, and teacher self-efficacy (TSE). Results indicated that ITP and motivations statistically significant predicted overall TSE and each TSE component. The descriptive results showed that the ITP item, “teaching in a multicultural or multilingual setting” was ranked lowest; the means for the social utility value were ranked higher than that of the personal utility value; and multicultural classrooms component was ranked lower than instruction, management, engagement.
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