18 SELF-EFFICACY AMONG BEGINNING ELEMENTARY TEACHERS PARTICIPATING IN TRADITIONAL AND ALTERNATIVE PREPARATION PROGRAMS Tuyet T. Huynh, Ed.D. Journal of K-12 Educational Research 2024, VOL. 8, ISSUE 1 dbu.edu/doctoral/edd Introduction It is no secret that the education field has changed drastically over the years in response to cultural shifts, legislative mandates, and funding complexities. In addition, the COVID-19 pandemic sent changes in education into overdrive, and these changes continue to present challenges to teachers. Many teachers entering elementary education in the past few years have discovered that classroom teaching has in no way met their expectations. As a result, many have experienced early burnout in the first 3 years and have decided to move on to nonteaching positions in their districts or to leave education altogether (Fensterwalk, 2022). In combination, these factors have brought teacher attrition rates to an all-time high. One factor that affects attrition is the way in which teachers perceive their own skills. This has come to be known as self-efficacy. When self-efficacy is low, teachers see themselves as lacking the skills they need to effectively teach their students. This perception directly affects many teachers’ decision to flee the profession (Gkolia et al., 2014). This leads to instability and inconsistency in staffing, which in turn leads to difficulties in providing students with skillful, confident teachers who can move the needle toward higher academic achievement. A step toward providing equitable educational opportunities for all students is finding the means to boost teachers’ faith in themselves and help them see their roles as educators in a more positive light. When there are intentional efforts to build new teachers’ self-efficacy, they are more likely to remain in education, returning year after year to serve and becoming increasingly effective in the classroom. Summary of Study The current study was a mixed method study that analyzed whether the kind of teacher preparation program in which beginning teachers participated made a difference in self-efficacy. The current study also explored teachers’ perceptions of their self-efficacy in relation to their teaching position and educator preparation program. Information about these two facets of self-efficacy formed the basis of conclusions about its role in teacher retention. It is an accepted fact that teacher preparation programs can positively affect teachers’ self-efficacy by providing a variety of skill-building opportunities, such as student teaching or field experiences (Chen, 2018; McKown, 2021). Newly hired teachers can then apply these practices in their own classrooms. As a result, self-efficacy is strengthened. In looking at self-efficacy, the current study set out to answer the following research questions: Research Question 1 (RQ1) Is there a difference in levels of teacher self-efficacy of beginning teachers prepared in traditional programs as compared to those prepared in alternative programs? Research Question 2 (RQ2) For beginning teachers trained in a traditional preparation program, which teacher efficacy factor is most prominent: student engagement, instructional practices, or classroom management?
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