Novice Teacher Self-Efficacy in the COVID-19 Pandemic: An Examination of Variance Between First-Career and Career-Switcher Teachers

Abstract

The purpose of this quantitative study was to examine the variance of teacher self-efficacy between novice teachers and career-switching teachers in a local school district during the COVID-19 pandemic. More specifically, the study focused on the variation between teachers who are starting a career for the first time, and teachers who are entering the profession from another field. By examining teacher self-efficacy between these two groups on novice teachers, school districts and other educators can create support materials designed for the needs of each career-status teacher. Studying the teacher self-efficacy of teachers who have differing career backgrounds is essential because school districts are increasing their recruitment of alternative candidates to close the gap in teacher shortages. Consequently, teachers are entering the profession with a high level of preparation, or inadequate preparation. This research contributes to the collective knowledge of supporting and examining the challenges of novice teachers. Their variation in self-efficacy also adds to the fundamental theories of self-efficacy, social learning, and social cognitive theory. A survey was sent out to 198 novice teachers in the school district. The survey, the Teachers’ Sense of Self-Efficacy Scale (TSES) along with demographic and supplemental free response questions, measured specific self-efficacy scores on three factors: student engagement, classroom management, and instructional strategies. There was no significant statistical difference between total teacher self-efficacy between the novice groups of teachers. The free response questions from the survey, however, did present variations in teacher self-efficacy between the two groups.