I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree?

Abstract

This study explored how teacher self-efficacy (TSE) of two cohorts of preservice teachers (advanced and beginning) changes during coursework at university and during a practicum at school. Further, it determined if changes in TSE were related to changes in preservice teachers' intention to quit their degree. Changes in TSE differed between TSE dimensions, the two aspects of teacher preparation, and the two cohorts. Generally, increases in TSE during the practicum were associated with decreases in preservice teachers' intention to quit. Results are discussed with regard to future directions in research and practical implications for teacher educators.