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

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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

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