Introduction
Teacher self-efficacy, a teacher’s belief in his ability to achieve desired outcomes and effectively perform his roles, is crucial to teachers’ effectiveness and student success in the class (Gale et al., 2021). Teachers’ self-efficacy is the critical factor when dealing with the complexity of their profession that manifests in instructional practices, classroom management, and job satisfaction. The main aim of this literature review is to investigate the multidimensional nature of teacher self-efficacy by reviewing different sources that contribute to the development and sustenance of that construct. Furthermore, this review will study the effect of programs directly raising teacher self-efficacy, as they constitute a crucial aspect in building the self-concept and competencies of educators. However, particular attention is paid to XXX High School as this study evaluates the success of support and training programs for teachers with waiver licensing. By gaining an insight into the dynamics that govern teacher self-efficacy and the Impact of support programs, educational alliances can more efficiently provide teachers with suitable abilities and tools to succeed in their profession. Hence, the interests of teachers and students are being protected.
Sources of Self-Efficacy among Teachers
Among the sources of self-efficacy in teachers include teacher shortages and inequalities and self-efficacy of content area teacher candidates. The COVID-19 pandemic intensified challenges in the education sector, as teachers ended up in self-isolation and faced an exceptionally radical disruption of teaching and learning (Burleigh & Wilson, 2023). According to the article, teachers’ loneliness during this period can significantly impact their self-efficacy as it may result in feelings of disconnection and lowered confidence in their ability to assist students. Traditionally, collaborative classroom environments were isolated, and teachers were separated from their colleagues and students, making them feel professionally disoriented and decreasing their sagacity.
Conversely, Bar-Tal et al. (2020) pointed out the differences in the levels of job satisfaction between second-career and first-career teachers and the sources of self-efficacy. The teachers who come to this profession from other professions usually have a more competent set of classroom management skills and, therefore, are more resilient and confident (Bar-Tal et al., 2020). Students’ actual experiences are a source of their being the best tutors due to their teaching skills and confidence. The various tertiary institutions must have programs that are suitable for those joining the teaching profession as they move from other careers and take care of their different needs and backgrounds.
The challenges associated with the pandemic and the gap between switching from one specific career to another also show that teacher self-efficacy is a multidimensional issue. Due to that, there is a need to develop a robust method that incorporates the various experiences and contexts of learning. These will help in boosting the teachers’ confidence while in the classroom. By acknowledging the factor of feeling isolated and the advantage that comes with second-career teachers, education stakeholders can craft purposeful activities to enhance the capabilities of teachers and their deeper involvement with learning and the well-being of students.
According to the literature, self-efficacy in teaching is also caused by the Impact of mentoring on teacher self-efficacy and novice teacher classroom management needs. Mentoring has become necessary for teacher self-efficacy and longevity (Ali & Adel, 2020). Mentoring programs offer novice teachers essential support, guidance, and feedback that help them build confidence in their teaching abilities and classroom challenges and enhance their instructional practices. (Ali & Adel, 2020; Desouky & Lubna, 2020). Ongoing mentoring enables inexperienced teachers to obtain pragmatic insights, share experiences, and develop their teaching approaches, strengthening their efficacy and job satisfaction.
Experienced teachers often need help in classroom management, which directly impacts their self-efficacy and teaching effectiveness (Shank & Santiague, 2021). Usually, such teachers cannot provide an atmosphere conducive to learning, resulting in stress and discomfort. These needs can be addressed through professional development and mentorship programs that will empower the new teachers and boost their confidence in handling diverse classrooms (Shank & Santiague, 2021). By equipping new teachers with skills in proper classroom management techniques, such as behavior management and conflict resolution skills, educational institutions can support their professional development and help them navigate the complexities of teaching with more confidence.
Furthermore, mentoring helps inexperienced teachers to develop skills in classroom management. Mentors can provide personalized guidance, demonstration of effective management strategies, and constructive feedback, which allows novices to address particular classroom management problems. Inexperienced teachers can, however, achieve self-efficacy and resilience through an encouraging mentorship bond, which later leads to their success and retention as teachers.
Other factors such as California teacher shortages and inequalities and content area teacher candidates’ self-efficacy are also vital sources. Tiffany (2020) and Carver-Thomas et al. (2020) pointed out that teacher shortages increase educational inequalities among schools in disadvantaged communities. The teacher shortage in such schools worsens the preexisting educational gaps as students from low-income families are often assigned to underqualified or unprepared teachers. This disparity sustains the gap growth and does not indicate the outlook to end the systemic injustices directed at the oppressed students. To tackle these challenges, we should develop deliberate recruitment and retention initiatives to ensure all learners access quality teaching and equal learning opportunities. By recruiting and retaining quality teachers in ignored schools, the institutions are on a mission to narrow down the results gaps and create a more fair and inclusive learning sphere.
In an article by Karalis (2020) investigates the constituent elements of the content area of teacher candidates’ proficiency beliefs and provides the effect of the practical experiences and classroom challenges during the teacher education programs. The candidates will be more confident to learn the practical side of class teaching if they can practice teaching and apply pedagogical strategies. In addition, various classroom environments and classroom management situations will put future teachers in a position to be ready to adapt to the learning needs of their prospective students. In content-area teacher education, experiential learning and reflective practices will improve the effectiveness and preparedness of preservice teachers. This process not only enhances teachers’ teaching effectiveness but also the quality of teaching and learning in schools.
In another article, Shanks et al. (2020) investigate the fundamental role of mentoring in helping newly qualified teachers (NQTs) overcome the first year of teaching. Mentoring programs play a significant in NQTs’ integration into the teaching profession by offering necessary support and consultation. The organized mentor-mentee relationships give NQTs the kind of support they need, giving them a basis to start from and support throughout the journey. The novice teachers in the mentorship programs learn the most successful and effective teaching methods from the most successful teachers.
Consequently, Zhou et al. (2022) highlight how the psychology and career aspects of professional development (PD) programs greatly influence teacher efficacy. Good PD practices catalyze teacher development and offer reflective, collaborative, and skill-based experiences. PD activities help teachers acquire new teaching ideas and adjust their teaching habits, boosting their confidence and proficiency. Besides, PD helps in fostering a culture of continuous professional development among the teachers. This helps prepare them for a widely changing trend in education and the diverse requests from the students.
In another article, Maready et al. (2021) outline the various complexities found in the mentoring approaches that keep new teachers. This article has given more stress on the centrality of quality mentoring to early-career educators’ formation. The various aspects, such as relationship-building, constructive feedback, and specifically targeted support initiatives like mentoring programs for new teachers, are important factors. These factors help in the growth of their job satisfaction and confidence. Therefore, building a supportive mentorship culture in schools can enhance the retention of new and novice teachers and produce an army of qualified and committed teachers.
LaRose and colleagues (2023) explore the motivations and expectations of alternative-certification (AC) teachers, revealing why people take up teaching through non-traditional pathways. Thus, scrutiny of biographies and the AC teachers’ future goals is critical when developing customized support programs that meet their specific demands. Thanks to the motivational analysis of AC teachers, educational institutions can provide particular interventions that improve teachers’ confidence and effectiveness. AC teachers from other careers bring unique experiences and information to education, creating a more colorful environment.
Concerning the methods to retain AC teachers, Rose and Sughrue (2020) highlight the role of PD and support programs. Untrained teachers who lack the proper academic background can significantly benefit from the targeted PD measures that meet their specific needs and challenges. Professional teachers are driven by learning and improving their practice; this is essential to their efficiency. Teachers’ professional competence level is promoted through the development of organized work in ACFs, which leads to the creation of a teaching environment that increases teachers’ desire to stay and job satisfaction. Firstly, the homemade programs developed to fill AC teachers’ niche teaching needs make them part of the teaching profession and, therefore, happy.
Because PD interventions have transformative outcomes, Kelley et al. (2020) concentrated on the Impact of integrated STEM PD on teachers’ self-efficacy. In STEM-based professional development programs, teachers have a chance to enhance their subject matter knowledge and classroom performance. Therefore, teachers get the skills to teach interactive STEM, and as such, teachers feel empowered to teach STEM courses. Given the integrated nature of STEM PD programs, teachers can acquire the necessary resources and information to facilitate student-centered STEM activities, thus leading to their empowerment and student exposure to educational success.
Similarly, an article by Choi and Lee (2020) focused on exploring the various multicultural education professional development (PD) or cultural and inclusive education called teacher self-efficacy. These PD schemes outline the various benefits of having an education system that integrates multiple cultures and empowers teachers with different skills and competencies to help ensure that there is an all-inclusive and non-biased education system. The authors also noted that training teachers towards multicultural education is a vital method of having a conducive environment to help meet the diverse needs of students and also help establish an all-inclusive classroom. Consequently, that heightens the teachers’ confidence. Likewise, Choi and Lee’s (2020) article also states that directed PD activities are necessary since they help provide teachers with the courage to face cultural diversities effectively and tactfully—this helps breed a sense of belonging and respect among all the students in school. Therefore, multicultural PD techniques help improve teachers’ efficacy and provide educators with systems and an approach that recognize each of the learners’ dignity and needs and help in their development.
Literature Concept Map
To conclude, in this review of literature, the articles have significantly highlighted the Impact of various factors, including mentoring, professional development, and support programs, related to teacher efficacy. Identifying and counteracting these self-efficacy resources are the main steps to endowing teachers with confidence and competence in their teaching. Implementing evidence-based practices will be instrumental in staff members’ professional learning and growth with an alternative route credential.
The XXX High School program should be based on this study about the self-efficacy of the teachers. By using efficient mentorship, individual professional development, and support programs, the school can prepare its teachers to handle classroom management issues effectively and confidently. Also, creating a learning environment that promotes collaboration, lifelong learning, and growth will impact the teacher’s self-efficacy and quality of instruction. High Schools can create an environment where teachers can meet students’ requirements and positively affect their learning by increasing teacher self-efficacy. Through the development and support of the teachers, the school will create an atmosphere of proficient and competent educators who are constantly vigilant about attaining the students.
References
Bar-Tal, S., Chamo, N., Ram, D., Snapir, Z., & Gilat, I. (2020). First steps in a second career: characteristics of the transition to the teaching profession among novice teachers. European Journal of Teacher Education, 43(5), 660–675. https://doi.org/10.1080/02619768.2019.1708895
Burleigh, C., & Wilson, A. (2023). Forced Isolation in an Era of Inclusion Within U.S. K-12 Public School Communities. Journal of Educational Research and Practice, 13(1). https://doi.org/10.5590/jerap.2023.13.1.04
Carver-Thomas, D., Kini, T., & Burns, D. (2020). Sharpening the Divide: How California’s Teacher Shortages Expand Inequality. Learning Policy Institute.
Desouky, A., & Lubna Adel Adel. (2020). The Impact of Mentoring Program on In-Service Teachers’ Perceptions and Self-Efficacy. 44(4), 13–48. https://doi.org/10.21608/jfees.2020.152402
Gale, J., Alemdar, M., Cappelli, C., & Morris, D. (2021). A Mixed Methods Study of Self-Efficacy, the Sources of Self-Efficacy, and Teaching Experience. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.750599
LaRose, S. E., Colclasure, B. C., Warner, A. J., Barry, D. M., & Osborne, E. W. (2023). Why Teach? Exploring the Motivations and Expectations of First-year, Alternatively Certified Agriscience Teachers. Journal of Research in Technical Careers, 7(1), 1. https://doi.org/10.9741/2578-2118.1120
Maready, B. (2021). Exploring Mentoring Practices Contributing to New Teacher Retention: An Analysis of the Beginning Teacher Longitudinal Study. International Journal of Evidence-Based Coaching and Mentoring, 19(2), 88–99. https://doi.org/10.24384/rgm9-sa56
Rose, A. L., & Sughrue, J. A. (2020). Promoting Retention of Alternative Certified Teachers Through Professional Development. NASSP Bulletin, 104(1), 34–54. https://doi.org/10.1177/0192636520913624
Shank, M. K., & Santiague, L. (2021). Classroom Management Needs of Novice Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(1), 26–34. https://doi.org/10.1080/00098655.2021.2010636
Shanks, R., Attard Tonna, M., Krøjgaard, F., Annette Paaske, K., Robson, D., & Bjerkholt, E. (2020). A comparative study of mentoring for new teachers. Professional Development in Education, 48(5), 1–15. https://doi.org/10.1080/19415257.2020.1744684
Tiffany, K. N. (2020). Narrative Inquiry: Examining the Self-Efficacy of Content Area Teacher Candidates. Journal of Teacher Education and Educators, 9(1), 23–60.
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