Search results for: Mastery experiences
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This study examined several potential sources of teachers’ self-efficacy beliefs to see if differences could be found between novice and experienced teachers. 255 novice and experienced teachers from Ohio and Virginia participated in this study. This study has demonstrated that, compared to career teachers, novice teachers’ self-efficacy seems to be more influenced by contextual factors such as verbal persuasion and the availability of resources.
Updated: Jul. 27, 2008