Improving teacher-efficacy for teachers in training: A program model

This study explored the effects of fieldwork and instruction on teacher efficacy and general efficacy for teachers in training. The constructs were based on Bandura's (1977) theory of self-efficacy. The treatment group was comprised of 22 graduate students. Each participant completed 9 hours of fieldwork as companions/mentors to children in local school districts in addition to course work in educational psychology with exercises on how to foster a companion relationship. The treatment group was compared to 22 graduate and 21 undergraduate students who attended education classes without a fieldwork component.; Efficacy levels were assessed utilizing the General Self-Efficacy Scale (GSE) (Jerusalem & Schwarzer, 1993), and the Teacher Self-Efficacy Scale (TSE) (Schwarzer, Schmitz, & Daytner, 1999). A weekly rating scale measured levels of efficacy as companions. A series of ANOVA's were performed to examine between- and within group differences. The trend lines of efficacy as companions over time were solved by means of Hierarchical Linear Models (HLM) and graphs were provided.; The treatment subjects reported significant increases in knowledge, general self-efficacy, teacher efficacy and efficacy as companions throughout the treatment. The treatment group improved to the point of being comparable to the controls that reported 1 to 3 years more experience working with children. Analysis of the weekly companion rating scales indicated significant linear increases in: (1) confidence in relating to children as professionals, (2) confidence in relating to children personally, (3) confidence in utilizing developmentally appropriate language, (4) confidence in being able to handle potentially disruptive situations, and (5) confidence in planning developmentally appropriate activities. A significant decreasing growth curve was noted in perceiving children as a challenge.; Verbal statements extracted from each student's log were coded and analyzed. Analysis revealed significant relationships between high efficacy and insight, preparedness, and self-satisfaction. Consistent with Bandura's (1977) theory of self-efficacy, subjects were able to maintain high efficacy even in the face of perceived challenges. It appears that formalized fieldwork as companions, in conjunction with instruction, has a strong positive effect on general self-efficacy and teacher efficacy for teachers in training. Recommendations for future research are discussed.