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Toe\u003Cbr>School of Education, Faculty of Arts and Education, Deakin University\u003Cbr>Lynette Longaretti\u003Cbr>School of Education, Faculty of Arts and Education,Deakin University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nToe, D. M., & Longaretti, L. (2022) . Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates. Australian Journal of Teacher Education, 47(4) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n4.1](http://dx.doi.org/10.14221/ajte.2022v47n4.1)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss4/1](https://ro.ecu.edu.au/ajte/vol47/iss4/1)  \nTeacher Efficacy in High Performing Teachers: Barriers and Enablers for  \nNew Graduates  \nLynette Longaretti  \nDianne Toe  \nDeakin University  \nAbstract: Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher  \nexpectations of their students. This study investigated teacher self  \nefficacy in high performing teachers at two points in their  \ndevelopment: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES)(Tschannen-Moran & Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) at Deakin University during their BEd (Primary) degree. They demonstrated lower self-efficacy than their peers in Efficacy for Instructional Strategies (TSES). As graduates, however, they presented as confident teachers with high self-efficacy.  \nIt appears that their studies, their placements in low socioeconomic schools and as well mentored new graduate teachers, had helped  \nmake them into effective teachers who were ready for their new  \nprofession.  \nIntroduction  \nThis study explored self-efficacy in a group of high performing Preservice (PST) and graduate teachers. It examined their self-efficacy at two points in their development: 1) as PSTs halfway through their undergraduate degree and 2) as new graduates in their first year of teaching. Its purpose was to explore the impact of a teacher education program (National Exceptional Teaching for Disadvantaged Schools, NETDS) designed to prepare high preforming PST teachers to work in disadvantaged or low Socioeconomic Status (SES) schools on graduate teacher self-efficacy. It also identified the efficacy enablers and barriers encountered in their new school workplace following graduation.  \nDefining Self-efficacy  \nSelf-efficacy is a dimension of the self that relates to an individual’s belief about their ability to perform tasks successfully (Duchense & McMaugh, 2019) . It is often referred to as our can do judgment of self and it influences how we feel, think and act (Bandura,1997) . The construct of self-efficacy grew out of Bandura’s sociocognitive theory (Bandura, 1977) . Bandura (1986) defines self-efficacy as representing a person’s “judgement of their capabilities to organize and execute courses of action to attain designated types of performances”(p.391). This concept is particularly well aligned to the work of teachers. Bandura himself applied his theory to teachers and their work by developing a teacher  \nefficacy scale (1997) . His theory predicts that teachers’ sense of self-efficacy will relate to the effort that they invest in teaching, the goals they set for themselves and their students, their persistence when things do not go to plan and t","cbCaicYOvOAMSJxv","https://ap.wps.com/l/cbCaicYOvOAMSJxv","pdf",295036,21,"English","# Introduction\n## Defining Self-efficacy\n## Self-efficacy in Teachers","[{\"question\":\"What did the study investigate about teacher self-efficacy?\",\"answer\":\"It investigated teacher self-efficacy among high performing teachers at two points: during preservice training and after graduation as new graduates in their first year of teaching.\"},{\"question\":\"How were self-efficacy levels measured in the preservice stage and after graduation?\",\"answer\":\"Preservice self-efficacy was measured halfway through the undergraduate degree using the Teacher Self-Efficacy Scale (TSES). As graduates, self-efficacy was explored through qualitative interviews focused on efficacy.\"},{\"question\":\"What did the study find about instructional-strategy self-efficacy for NETDS participants?\",\"answer\":\"Participants demonstrated lower self-efficacy for instructional strategies than their peers while preservice, yet presented as confident with high self-efficacy after becoming graduates.\"},{\"question\":\"Which factors were suggested as helping participants become effective new teachers?\",\"answer\":\"Their studies, placements in low socioeconomic schools, and mentoring of new graduate teachers were described as contributing to their readiness and effectiveness in the profession.\"}]","Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates - Part 1 - Abstract | PDF",1792078477,53]