Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences

Beginning teachers that posses a good sense of efficacy are less likely to suffer stress, burnout, or attrition. This study reports final-year Australian pre-service primary teachers sense of efficacy scores and the sources of information that contributed to it. Results showed that our beginning teachers had a good sense of efficacy, and classroom management was not differentiated from instructional or engagement efficacy. Further, personal qualities and physiological and affective states predicted self-efficacy scores, and having a number of opportunities to practice behaviour management skills was associated with a higher sense of efficacy. Implications for teacher education are discussed.

► Teaching self-efficacy of 573 final-year pre-service primary teachers is reported.
► Sense of efficacy was good, based mainly on information from mastery experiences.
► Judgement of their personal qualities and affective states predicted sense of efficacy.
► Completing classroom management coursework did not affect sense of efficacy.
► multiple external experiences working with children boosted sense of efficacy.