22 Tuyet T. Hyunh, Ed.D. preparation program (EPP) they may have completed. Such hurdles include classroom management, burnout, intense workload, and varying levels of support provided for teachers (Zarra, 2019). Whether the support is given in small or large amounts, it is crucial for teachers to have the confidence to be able to sustain their optimism and commitment through challenges. The end result is that teachers will remain in education, continuing to view their career choice as fulfilling and gratifying. Teachers who have high self-efficacy have been proven to push through challenges and stay committed to their current choice of a profession (Pajares, 1996; Zee & Koomen, 2016). There are areas that EPPs and school districts can change in order to help build teacher self-efficacy, the end result of which will be a stronger cadre of professionals entering the teaching field (Lee et al., 2017). A possible adjustment for EPPs, if it is not already in place, could be having evaluation systems that are similar to the districts with which universities form partnerships. This alignment could prove supportive by easing the beginning teacher’s transition into the school district in which he or she will work. Another adjustment could be offering a course specifically for classroom management within EPPs. This course could include role-play and scenariobased activities to simulate real-world experiences that will allow future teachers to understand what type of student behaviors and different types of classrooms setting they will encounter. Since classroom management was a major concern that emerged from the findings, the targeted adjustment could better prepare future teachers in this area. Districts and EPPs could also provide the alternative structure of Teacher Self Efficacy Scale (A-TSES) questionnaire for beginning teachers. This questionnaire produced by Cocca and Cocca (2020) includes a fourth factor: efficacy in student misbehavior. Similar to datadriven instruction, having information on where to support beginning teachers can make a difference in improving their confidence levels. Mid-point and end-of-year checks should also be used to monitor progress in beginning teachers’ self-efficacy. EPPs can also enhance teachers’ confidence levels by creating courses that integrate Bandura’s four sources that influence self-efficacy. The experiences drawn from mastery, vicarious, social persuasion, and emotional states will help cultivate confidence in beginning teachers. It is hoped that this will lead to higher retention in a profession that is widely viewed as challenging. Despite differences in self-efficacy levels among the participants, there was a consistent expression of needs. This indicated the importance for collaboration between EPPs and school districts. With this as a starting point, if EPPs and school districts work together in the areas in which teachers feel the lack of support, such as in student engagement, instructional strategies, and classroom management, they could be instrumental in developing a greater sense of preparedness and bolster self-efficacy in beginning teachers. Involving campus leaders and teacher mentors in these targeted interventions should be considered, given that they are the ones who work closely with the beginning teachers on campus. Protheroe (2008) stated that teachers’ levels of confidence may be influenced by the school environment. Having clear communication on school improvement goals should ease beginning teachers’ minds. A collaborative and shared vision helps school districts achieve their goals faster when everyone understands the collective objective (Kouzes & Posner, 2017). In addition, establishing a plan for what that support looks like for beginning teachers is critical. Including beginning teachers’ input in shaping this plan ensures that the plan will be flexible and sensitive to feedback from both teachers and leadership. Furthermore, having beginning teachers take this approach will develop teachers’ self-efficacy as the school moves forward in terms of progress-monitoring throughout the school year. Districts that do not have a mentor and mentee program should consider implementing this support system. Research findings from Leimann et al. (2008) and Kullar and Cunningham (2020) demonstrated the mentor program was successful from the positive feedback and interactions. The support from a colleague in a mentorship
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