Journal of K-12 Educational Research 21 to keep moving forward as the school year unfolds. Next, vicarious experiences that include opportunities to observe more experienced teachers model lessons also contribute to self-efficacy. When new teachers observe veteran teachers modeling lessons that they themselves will present, they have the opportunity to note the strategies and techniques that are used and then apply them to their own instructional practices. Lastly, verbal and social persuasion experiences are also significant contributors to self-efficacy. The affirmation and encouragement can enhance and influence teacher’s beliefs and job satisfaction (Guskey, 2021). Overall, the findings suggest that while there may not be significant differences in teacher self-efficacy levels that can be linked directly to different educator preparation programs, there are components that are crucial to shaping beginning teachers’ beliefs and perceptions. Though it is an accepted fact that teaching is generally fraught with complex difficulties, there are also specific issues that relate to what happened to education during the COVID-19 pandemic. These ongoing concerns, which include but are not limited to managing student behaviors, receiving inadequate support from parents and administrators, and juggling multiple responsibilities, continue to negatively impact the state of education (Belsha, 2022). These challenges contribute to a theme of managing challenges and demands, aligning with previous studies by Page et al. (2014), Roberts (2016), and Zarra (2019), which also highlighted similar issues, as previously mentioned. The demands from these challenges also play a part in the participants’ choice to leave education as well as expressing a dissatisfaction with their role in education. However, school leaders can provide supports that will alleviate these strains. The role of school leadership plays an important part in supporting beginning teachers (Modan, 2019). Once school leaders know and understand the areas that influence self- efficacy and how it contributes to the teachers’ confidence and motivation, they can cultivate and retain beginning teachers. Implications Teaching presents hurdles that can cause serious difficulties for inexperienced teachers, no matter what type of educator Four themes emerged as significant for all seven teachers: • Managing challenges and demands • Student success that encompasses student and personal achievement • School leadership producing a supportive environment • Enhancing educator preparation programs The data results for these areas on concern were consistent with the findings of Page et al. (2014) and Roberts (2016), in which low overall efficacy scores were reported due to demanding challenges. These issues also correlated with Zarra’s observations on reasons for teacher attrition (Zarra, 2019). Among the seven participants who completed the second phase of the current study, six of seven commented that classroom management negatively impacted their teaching, in spite of their high self-efficacy scores. Clearly, when it comes to the often-daunting challenges of establishing classroom management routines and enforcing them consistently, high self-efficacy is not the be-all end-all solution. While every teacher must take charge of classroom management, it is also true that support from school leadership in this area is crucial, not only for teacher well-being and satisfaction but for student achievement as well. This finding aligns with Shearn’s (2007) study, which also suggests that beginning teachers feel more inclined to remain with their district when administrators provide adequate support. Such support contributes to a positive school environment in which self-efficacy can be developed. Regarding the specifics of developing self-efficacy, the current study also linked participants’ responses to Bandura’s four sources of self-efficacy development (Bandura 1977). These sources are mastery experiences, vicarious experiences, verbal and social persuasion experiences, and emotional and physiological state experiences. Three of these four types of experiences emerged as significant factors affecting self-efficacy in the current study. First, success stories that others share with new teachers serve as mastery experiences that build confidence and motivate the participants
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