The Impact of the Learning Environment on Self-efficacy and Achievement Goals of Israeli Pre-service Teachers

Abstract

Advancing public education by improving the skills and knowledge of its teachers is a major challenge. The teacher-training phase shapes not only skills and abilities but also perceptions of pre-service teachers regarding their educational and teaching goals. We examined a hypothetical theoretical model that explains how pre-service teachers’ perceptions of their own learning environment affects belief in their self-efficacy in teaching, and how this shape their achievement goals in teaching as future educators. The study included 278 pre-service teachers studying at all five colleges in our country that offer teacher training programs. Existing questionnaires were adapted to the study population and underwent structure validation. The hypothesized structural model was deemed a good fit for the data and was able to explain 35% of variance in the mastery goals of pre-service teachers, 24% of variance in performance-approach goals, and 65% of variance in performance-avoidance goals. The structural model shows that perception of the learning environment has a strong and significant impact on teaching ability and the achievement goals of pre-service teachers. Fostering a constructivist learning environment in teacher training colleges may increase belief in self-efficacy in teaching and enable pre-service teachers to adopt teaching control goals.