Supporting the self-efficacy of novice teachers
DOI:
https://doi.org/10.18675/1981-8106.v35.n.70.s18999Palavras-chave:
Teacher self-efficacy. Sources. Novice teachers. Leadership. Social cognitive theory.Resumo
When administrators struggle to retain new teachers, the quality of learning and instruction at a school can suffer. This problem may be ameliorated by providing the support novice teachers need to develop a resilient sense of efficacy. Drawing on research informed by Bandura's (1997) social cognitive theory, I provide practical recommendations for those who work with teachers in the early stages of their careers. These include (a) providing professional development that enhances novice teachers’ knowledge and skills, (b) making instructional demands manageable, (c) offering meaningful and individualized feedback, and (d) creating formal systems of mentorship and collaboration. These recommendations serve as a general guide to be adapted according to the needs of schools and their teachers.
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