Self-efficacy development in student teachers: the critical role of school placement

Abstract

ABSTRACT This study examines student teachers’ self-efficacy development as they complete their first professional placements in a school environment. Teacher Self-efficacy has previously been linked to teacher adaptability, retention within the profession and effectiveness. The current study samples a population of undergraduate and postgraduate student teachers (n = 643) both pre and post two school placements which are contained within their degree program. A repeated cross-sectional design was employed using the Teacher Self-efficacy Scale. The research findings suggest that initial school placement experiences play a key role in the self-efficacy development of student teachers. Self-efficacy reports consistently increased in line with professional experience, as did reports of job satisfaction. Conversely, reports of stress related to classroom management and workload consistently dropped. The complete open data set is linked for potential review and/or future independent use. Implications for the optimisation of teacher education structures are outlined and future research areas are identified.