A Mixed Methods Study of Self-Efficacy, the Sources of Self-Efficacy, and Teaching Experience

Although teaching self-efficacy is associated with many benefits for teachers and students, little known about how develop a sense of efficacy in the early years their careers. Drawing on survey ( N = 179) interview 10) data, this study investigates sources national sample who participated Noyce program. All completed an online that included both Teacher Sense Efficacy Instrument open-ended items prompting them to reflect self-efficacy. Ten semi-structured follow-up interviews. Enactive mastery experiences were most common source identified by teachers, followed social persuasions vicarious experiences. Physiological affective states infrequently more often related negative lowered than positive Beginning enactive either Novice (2–3 experiences) or Career teachers. In interviews, described combined interacted influence Findings contribute better understandings implications best support at different stages