Abstract
This research details the perceptions of teacher candidates’ assessments as preparation and changes that have taken place in schools since 2020. The respondents (n = 28) were in teacher preparation programs, from early childhood to eight grade. Levels of self-efficacy was measured, in five dimensions of education, using a Likert-type survey and an open-ended question.The results revealed teacher candidates expressed a lower level of self-efficacy in working with children with special needs and in working and communicating with parents. The discussion includes recommendations, in mitigating the growing issue of teacher retention and reducing attrition rates, for teacher practitioners.
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