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Three ways to take novice teachers from tentative to tenacious

A key driver in many people's lives is to become the best pianist, statistician or (insert any educational or career goal here) on the planet. Unfortunately, we oftentimes set up barriers in our minds – we tell ourselves we can’t do something, or we just don’t try. Positive psychology research has demonstrated time and again that (like the old phrase that hung up in our elementary school classrooms) “If you believe it, you can achieve it.” In other words, if you possess self-efficacy in teaching, you will most likely be a successful teacher.

Self-efficacy is: “… one’s belief in one’s own ability to successfully perform a specific task.”

Self-efficacy, however, does not operate independent of other psychological functions. Motivation, drive, flow, and positive affect are all concepts that are intricately linked with self-efficacy.

That is, success is not as easy as saying “I can teach better.” Other factors must be developed for an individual to develop that mindset.

According to Albert Bandura, the father of this concept, increased levels of induced self-efficacy increase performance achievements. Not surprisingly, this phenomenon has strong application to the world of teaching. Here’s a short list of what a few studies have demonstrated:

  • In a survey of over 30,000 educators, perceived efficacy within teachers and principals was related to professional commitment to education and continued work as an educator. That is, as efficacy went up, so too did personal commitment.

  • Efficacy beliefs have been linked with improved teacher lesson plan development and thoughtfulness surrounding the development of curricula.

  • A literature review demonstrated that time and again, student learning and achievement is positively related with increased teacher efficacy.

The common conclusion? Teacher efficacy matters.

But how can we actually increase efficacy beliefs within teachers? Fortunately, research can guide us to answers to this critical question. Again, according to Bandura, experience is one of the strongest predictors of self-efficacy. In the context of education, the more a teacher teaches under certain conditions, the more he or she will develop a sense of efficacy. In lieu of years of teaching experience, other factors can contribute to a young teacher’s sense of efficacy:

  • When an early career educator directly observes an experienced teacher, the novice educator can learn from and transfer the experience, producing increases in efficacy.

  • Social feedback from peers or colleagues is also highly influential in a novice teacher’s development of efficacy. Principals and established teachers can support the development of novice teachers by providing positively valenced feedback.

In summary, professional learning experiences that include peer observation, trial and error, and positive feedback are likely to contribute positively to a young teacher’s development of efficacy.

Self-efficacy is an extremely important concept in the development of successful teachers. Collectively working together to increase educators’ self-efficacy can make the difference between middling student development and strong student growth and achievement. We must encourage novice teachers to discover their sense of efficacy.

J.J. De Simone works full time as a data scientist (a cross between statistician, consultant, and data visualizer) for an insurance company. Concurrently, he is also a Ph.D. student in Curriculum and Teaching at the University of Kansas, where his research interests lie in teacher affect and data driven decision-making.


Elizabeth Jackson commented on December 15, 2016 at 10:00am:

Thanks for sharing your

Thanks for sharing your thoughts Barnett!

Self-efficacy is absolutely vital in teacher's job but, unfortunately its importance isn't stressed in teachers' training.

I hope more and more novice teachers will realize how important self-efficacy is. Thanks!



tarry yon commented on December 21, 2016 at 4:01pm:

Here is the answer

In summary, professional learning experiences that include peer observation, trial and error, and positive feedback are likely to contribute positively to a young teacher’s development of efficacy. In summary, professional learning experiences that include peer USPS tracking observation, trial and error, and positive feedback are likely to contribute positively to a young teacher’s development of efficacy.

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milan joy commented on February 17, 2017 at 5:09am:

It is very difficult for

It is very difficult for someone to adaptable in a new place. For a teaching profession without experience, the person faces lot of challenges from students as well as colleagues. The tips you have shared here is very useful for all teachers who are facing the similar kind of situation. kitchen remodel contractor Los Angeles

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