Early career teachers' self-efficacy: a longitudinal study from Australia

Sindu V George, Paul W Richardson, Helen MG Watt

    Research output: Contribution to journalArticleResearchpeer-review

    41 Citations (Scopus)


    Although Bandura had proposed that self-efficacy once established is relatively stable, it remains a topic of debate, as empirical evidence has shown different patterns of changes in self-efficacy across different career stages. The current study presents longitudinal data from 74 beginning school teachers in Victoria, Australia to discern changes during their first five years. Their increase in self-efficacy is discussed with reference to existing (primarily cross-sectional) studies, and policy implications for supporting early career teachers.

    Original languageEnglish
    Pages (from-to)217-233
    Number of pages17
    JournalAustralian Journal of Education
    Issue number2
    Publication statusPublished - 1 Aug 2018


    • classroom management
    • Early career teachers
    • instructional strategies
    • longitudinal
    • student engagement
    • teachers' selfefficacy

    Cite this