Journal of K-12 Educational Research 23 capacity can be less intimidating compared to that from an administrator (Kullar & Cunningham, 2020). The relationship between the mentor and beginning teacher can also foster trust. Based on the interviews, participants expressed the importance of someone who can support or model instruction for them. For this reason, the mentor and mentee program will be an essential component in improving teacher self-efficacy and retention. The support from school leaders who have targeted interventions in place for beginning teachers can cultivate a positive environment that fosters a culture that emphasizes growth and minimizes the fear of making a mistake. Beginning teachers’ skills and preparedness can also be further fostered through targeted professional development. Since self-efficacy is strongly linked to the ability to overcome challenges, EPPs and school districts can build professional development sessions that are reflective of teachers’ current needs (Bray-Clark & Bates, 2003). In addition, having professional development such as teacher inductions that are intentional and strategic, not just at the beginning of the year but throughout the school year, will also ensure consistency in the support needed for beginning teachers. As EPPs and school districts continuously refine professional development with strategies and various instructional methods tailored for beginning teachers, they can empower these educators to thrive in their demanding roles (Kazee et al., 2020). Professional development implemented throughout the school year could also be on a monthly basis, giving beginning teachers the chance to voice concerns, challenges and suggestions on how to better support them. While not all issues may be immediately rectified, the approach demonstrates that the district is committed to collaboration and continuous improvement. Moreover, addressing beginning teachers’ needs will give a perception that the district values and is working with them. Professional development can extend to campus leaders, focusing on how to build self-efficacy while maintaining the social-emotional well-being of beginning teachers. Utilizing the four sources of self-efficacy, districts can target specific strategies that will enhance the confidence levels in the areas of student engagement, instructional strategies, and classroom management. Local education agencies (LEAs) can also provide these types of trainings for districts to send their campus leaders to. Furthermore, creating an established timeline to sustain progress in meeting the diverse needs of beginning teachers will help further streamline efforts. Ultimately, such initiatives have the potential to lead to higher student achievement along with addressing students’ social-emotional needs (Timke & DeBruler, 2021). By providing a comprehensive support to beginning teachers, EPPs and districts can contribute to reducing attrition rates and fostering stability and continuity in the teaching field. Conclusion One of the realities of the teaching profession is that some teachers come into education highly prepared, and some come in feeling less well-equipped (DeWitt, 2013). Teachers who are entering the classroom for the first time require not only a strong skillset but also a prepared mindset. The challenges they encounter include tasks and responsibilities that may affect their mental well-being (Timke & DeBruler, 2021). Growing and nurturing an effective teacher takes effort and patience. When interventions and strategies that cultivate a beginning teacher’s skills are part of an EPP, teachers can firmly establish the belief that they are capable and competent enough to deal with challenges that tend to erode self-efficacy. This is what students deserve: educators who are confident in themselves and are committed to helping them succeed in school. It must be understood that the issues and concerns of teaching are not solely related to varying approaches used in teacher preparation programs and school districts. Self-efficacy should be prioritized in education policy, professional development initiatives, and school leadership practices. Stakeholders, including political figures, play a crucial role in shaping education, especially in the face of students’ evolving needs. Once the importance of the development of teacher self-efficacy as a fundamental component of effective teaching and learning is
RkJQdWJsaXNoZXIy ODc4ODgx