An ecological framework for early years teacher self-efficacy development

Abstract

Teacher self-efficacy (TSE) influences teacher wellbeing and job satisfaction and is positively correlated with children's motivation and achievement. TSE is known to change over time, but research into the development of early years TSE has been limited. To address this gap, this study examines the formation and development of TSE through multiple case studies exploring the lifelong experiences of early years teachers in the primary school context in Australia. Following our interpretivist analysis, we propose an Ecological Framework for TSE Development that will help inform the design of systems to support the growth of pre-service and in-service teachers.