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Early Career Teachers’ Motivation, Preparation, and Self-Efficacy

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  • Shaoan Zhang
  • Peter Wiens

Abstract

Drawing on data from 355 early career teachers in the Teaching and Learning International Survey 2018, linear regression analyses were conducted to examine the relationship between Initial Teacher Preparation (ITP), motivations to become a teacher, and teacher self-efficacy (TSE). Results indicated that ITP and motivations statistically significant predicted overall TSE and each TSE component. The descriptive results showed that the ITP item, “teaching in a multicultural or multilingual setting†was ranked lowest; the means for the social utility value were ranked higher than that of the personal utility value; and multicultural classrooms component was ranked lower than instruction, management, engagement.

Suggested Citation

  • Shaoan Zhang & Peter Wiens, 2024. "Early Career Teachers’ Motivation, Preparation, and Self-Efficacy," International Journal of Contemporary Education, Redfame publishing, vol. 7(1), pages 39-51, April.
    • Handle: RePEc:rfa:ijcejl:v:7:y:2024:i:1:p:39-51
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    References listed on IDEAS

    as
    1. repec:mpr:mprres:6174 is not listed on IDEAS
    2. Jill Constantine & Daniel Player & Tim Silva & Kristin Hallgren & Mary Grider & John Deke, 2009. "An Evaluation of Teachers Trained Through Different Routes to Certification," Mathematica Policy Research Reports 1a9e2910a01843c2babbc8c64, Mathematica Policy Research.
    3. repec:mpr:mprres:6175 is not listed on IDEAS
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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