The Effect of Pre-Service Teachers’ Self-Efficacy and Teaching Experience on Their Career Commitment

Abstract

Teacher self-efficacy is considered an important aspect of high-quality education. Moreover, research has shown that teachers’ self-efficacy influences not only student and teacher performance but also teacher career commitment. The purpose of this study was to investigate the effect of pre-service teachers’ self-efficacy and teaching experience on their career commitment. Pre-service teachers (n = 132) in a teacher preparation program who completed more than half of their course work in curriculum and instruction and six weeks of student teaching were given a survey that measured their self-efficacy, opinion of their student teaching experience, and career commitment. The multiple regression results showed a statistically significant regression equation (F(2,129) = 35.468, p = <.001) and demonstrated that pre-service teachers with more positive self-efficacy and student teaching experience developed stronger career commitment. The beta weights indicated positive statistically significant relationships among all predictor variables. The results of this study provide insights into career commitment for teachers, school divisions, and professional associations that are interested in enhancing individual instructors’ commitment to specific aspects of the career, whether that be administrative, instructional, or developmental.