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\nVolume 36 | Issue 10 Article 2  \n2011  \nA cross sectional study of pre-service teacher efficacy throughout the training years.  \nStuart Woodcock  \nUniversity of Woolongong, [stuartw@uow.edu.au](stuartw@uow.edu.au)  \nRecommended Citation  \nWoodcock, Stuart (2011) \"A cross sectional study of pre-service teacher efficacy throughout the training years.,\"Australian Journal of Teacher Education: Vol. 36: Iss. 10, Article 2.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol36/iss10/2](http://ro.ecu.edu.au/ajte/vol36/iss10/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol36/iss10/2](http://ro.ecu.edu.au/ajte/vol36/iss10/2)  \nAustralian Journal of Teacher Education  \nA Cross Sectional Study of Pre-service Teacher Efficacy Throughout the  \nTraining Years  \nStuart Woodcock  \nUniversity ofWoolongong  \nAbstract: Teachers’judgments in their ability to motivate students  \nand promote learning can play a vital role in determining a student’s  \nperformance in the classroom and once a belief has been held for a  \nlong time, it can become difficult to change. Utilising a sample of 467  \nbeginner and final year pre-service teachers training to become  \nprimary (elementary) and secondary teachers, the aim of this study  \nwas to examine to what extent pre-service teachers’ level of teacher  \nefficacy changed during their teacher training years. Results showed  \nthat the training courses for primary school teachers appeared to  \nhave no influence on teacher efficacy levels. Moreover, the results  \ndemonstrate that for secondary school pre-service teachers, the  \ntraining courses increased their general teacher efficacy levels,  \nhowever, decreased their personal teacher efficacy levels. The  \nfindings have implications for teacher training programs and future  \nresearch.  \nIntroduction  \nTeachers’ own judgments of their abilities to enhance students’ learning and achievements can play a vital role in determining a student’s performance in the classroom, even more, perhaps, than student characteristics (Cheung, 2006; Woolfolk-Hoy & Spero, 2005) . Over a quarter century ago, Albert Bandura introduced the concept of self-efficacy or‘‘beliefs in one’s capacity to organize and execute the courses of action required to produce given attainments’’ (Bandura, 1997, p. 3) . Since that time, research in many arenas has demonstrated the power of efficacy perceptions in human learning, performance, and motivation (Woolfolk-Hoy & Spero, 2005) . In the past two decades, relationships have been identified between student achievement and three kinds of efficacy—the self-efficacy of students, the level of efficacy of teachers, and the collective efficacy of schools (Goddard, Hoy, & Woolfolk Hoy, 2000; Pajares, 2007; Ross, 1994, 1998; Tschannen-Moran et al., 1998) . Teachers’ level of efficacy is the focus of this study.  \nLiterature Review  \nThe beliefs teachers harbor in relation to their own effectiveness are known as‘teacher efficacy’ and underlie their instructional decisions, which ultimately shape students’educational experiences, and in turn affect academic achievement outcomes (Romi & Leyser, 2006) . Teacher efficacy is defined as a teacher’s “judgment of his or her capabilities to bring about desired outcomes of students’ engagement and learning, even among those students who may be difficult or unmotivated”(Tschannen-Moran & Woolfolk-Hoy, 2001, p. 783) . Researchers (Ashton & Webb, 1986; Tschannen-Moran & Woolfolk-Hoy, 2001; Woolfolk & Hoy, 1990) have characterized teacher efficacy as comprising two independent dimensions.  \nVol 36, 10, October 2011 23  \nAustralian Journal of Teacher Education  \nFirstly, teachers harbor beliefs about their own personal abilities to influence their students’learning and achievements. This was termed ‘personal teacher efficacy’ (PTE) . Secondly, teachers also hold beliefs concerning the extent to which teaching can overcome external influences on th","cbCaisiR6VBAHpuE","https://ap.wps.com/l/cbCaisiR6VBAHpuE","pdf",151527,13,"English","# Abstract\n# Introduction\n# Literature Review\n## Personal Teacher Efficacy (PTE) and General Teacher Efficacy (GTE)\n## Teacher Efficacy and Student Outcomes\n# Methods and Sample\n# Results\n# Implications for Teacher Training and Future Research","[{\"question\":\"What question does the study address about teacher efficacy?\",\"answer\":\"It examines how pre-service teachers’ teacher efficacy changes across their training years.\"},{\"question\":\"How does training affect primary versus secondary pre-service teachers?\",\"answer\":\"Primary training shows no influence on teacher efficacy levels, while secondary training increases general teacher efficacy but decreases personal teacher efficacy.\"},{\"question\":\"What is teacher efficacy’s role in classroom performance according to the article?\",\"answer\":\"Teachers’ judgments about their ability to motivate students and promote learning help determine student performance in the classroom and can be difficult to alter once established.\"}]","Australian Journal of Teacher Education - Volume 36 - Issue 10 - Article 2 - A Cross Sectional Study of Pre-service Teacher Efficacy Throughout the Training Years | PDF",1792081226,33]