Exploring Teacher Efficacy Beliefs from The Perspectives and Experiences of Novice Malaysian Teachers

Abstract

Developing a high level of efficacy can be challenging for teachers with three or fewer years of teaching experience. Therefore, there is a need to understand which learning experiences contribute to the formation of teachers’ efficacy beliefs during the first three years of teaching in educational settings. This study aims to explore and identify the factors that influence novice teachers’ efficacy beliefs during the initial years of their careers. In-depth semi-structured interviews with three full-time teachers in the state of Pahang, Malaysia, who have been teaching for 1 to 3 years in public schools, were conducted through purposive sampling. The data obtained from these case studies were analysed using thematic analysis which revealed four main themes: (1) Development of self-efficacy, (2) Teacher adaptability, (3) Professional competencies, and (4) Continuing education effort. This study provides insight that novice teachers’ efficacy beliefs can be developed and improved, particularly by considering the sources of and influences on self-efficacy, early teaching experiences and commitment to the profession. Future research should investigate the best methodology to use for collecting evidence of self-efficacy, as it is not a fixed construct and can be developed over time. Besides, school administrators play a significant role in fostering self-efficacy in teachers especially the novices by providing professional development programmes and encouraging them to participate. Such programmes can help teachers expand their knowledge and skills, make changes to their teaching methods or styles, and become more efficient in meeting the needs of their students.