Search results for: O’Neill Sue

This study examined the sense of efficacy of final-year Australian pre-service primary teachers and the sources of information that contributed to it. The findings revealed that these beginning teachers have a healthy sense of efficacy for teaching as they begin their professional lives, with the majority feeling they can influence the education of their students quite a bit. Furthermore, the results suggest that respondents did not make any differentiation between classroom management, instruction or student engagement tasks. Finally, the pre-service teachers appeared to use four distinct sources of information when assessing their sense of efficacy in classroom behaviour management: enactive mastery experiences/verbal persuasion, personal qualities, vicarious experiences and physiological and affective states.