Novice teachers’ perceptions of school climate and self-efficacy

Abstract

The importance of self-efficacy and the school climate and their interrelationship according to teacher profiles were analysed to better support the adaptation and professional development of novice teachers during the first year of teaching. First year novice teachers (N=112) completed questionnaires about their perception of the school climate and self-efficacy. Novice teachers who work with kindergarten or elementary school students at schools with less than 250 students had the highest level of self-efficacy beliefs and the most positive perception of the school climate, while novice teachers working at comprehensive schools with over 500 students or at vocational schools had lower self-efficacy beliefs. The findings confirm that a supportive school climate positively influences novice teachers’ beliefs regarding self-efficacy.