An investigation of the influence of teacher variables on pre-training efficacy beliefs


  • Madgerie Jameson-Charles
  • Sharon Jaggernauth


teacher efficacy, in-service secondary teachers, teacher-training


This study investigated efficacy perceptions of untrained in-service Diploma in Education teachers. Two cohorts of students (2011-2012 and 2012-2013) were studied to determine whether perceptions of efficacy for in-service teachers (n=326) differed by (a) gender (b) area of specialisation (c) age and/or (d) years of teaching experience. The Teacher Efficacy Scale (long form) (Tschannen-Moran & Woolfolk Hoy, 2001) was the data collection instrument, and was administered during the first week of training, immediately following a lecture on teacher efficacy. The results suggest that classroom management efficacy beliefs had the lowest mean for both groups. Statistically significant differences in efficacy beliefs among curriculum specialisation were reported, with mathematics, science and modern language teachers' efficacy lower than other curriculum areas. There were statistically significant differences in perception of efficacy based on the age of the teachers: younger teachers (20-30 years) perceptions of efficacy were significantly lower than older teachers (41-59 years). There were also statistically significant differences of perceptions of efficacy based on years of teaching experience. Results are discussed in terms of the factors that that may affect teaching efficacy and how to maximise the efficacy of teachers.