Self-Efficacy and Our Future Primary School Teachers: An Australian Cross-Institutional Study

Narelle LEMON
La Trobe University, Australia
n.lemon@latrobe.edu.au

Susanne GARVIS
Monash University, Australia
susie.garvis@monash.edu

Abstract

Self-efficacy is an important motivational construct for school teachers. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task associated to learning and teaching. In this study we explore primary pre-service teachers (future teachers of children aged five to twelve years) feelings of confidence and preparedness connected to self efficacy in relation to the curriculum areas of literacy, numeracy, technology and the fields of arts (dance, drama, media, music and visual arts). Current literature on self-efficacy and teacher education indicates that archetypes and mentors have significant influence on individual's ability to shift and develop confidence levels (Garvis and Lemon, 2014; Geoghegan, et al., 2004; Lemon & Garvis, 2013). This informs the focus of this unfunded study that presents data collected from 339 pre-service teachers' located from three different Australian universities (two in the state of Victoria and one in the state of Queensland) to demonstrate self-efficacy levels across curriculum areas that are situated within the primary school curriculum. This presentation aims is to connect the variance across different curriculum areas and how institutional focus can influence pre-service teacher perceived self efficacy and confidence levels, which in turn can impact future teachers within the field across Australia. This is practically important when the Australia Curriculum is being envisages in Australia to see a synergy in how curriculum can be enacted across the nation and while teacher preparation is under the political microscope.

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