Mistie L. Potts, Kelly Arney



Expanding Nuanced Sources of Teacher Self-efficacy

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This phenomenological study explored the essence of the lived experiences of preservice teachers (PSTs) during clinical student teaching experiences as they described what they perceived as influencing sources on their teacher self-efficacy (TSE). Data were analyzed using Transcendental Phenomenological Analysis with In Vivo coding and Bandura’s Social Cognitive Theory (SCT) [3] [5] [30] [39]. Data included transcribed semi-structured interviews and results added to prior research suggesting other sources of efficacy information and nontraditional sources inform the development of PSTs’ TSE [29] [37]. Implications, delimitations, limitations, and suggestions for future research are discussed. Understanding the influential sources and how they may be interpreted by PSTs places power into the hands of those forming programs within EPPs. These results imply self-efficacious teachers perceive the complexities of teaching as being less threatening than teachers with less-efficacious beliefs about their professional performance, can successfully adapt and cope amongst stressful demands, and are more likely to experience job satisfaction and less likely to succumb to teacher burnout [13] [42].


teacher self-efficacy, preservice teachers, clinical experience, student teaching


Cite this paper

Mistie L. Potts, Kelly Arney. (2023) Expanding Nuanced Sources of Teacher Self-efficacy. International Journal of Education and Learning Systems, 8, 56-73


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