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Self-efficacy and career decision of pre-service secondary school teachers: A phenomenological analysis
Author(s)
Date Issued
2021
ISSN
1308-1470
1694-609X
Citation
International Journal of Instruction, 2021, Vol. 14(1), pp.521-536.
Type
Peer Reviewed Journal Article
Abstract
Teachers’ shortage is a challenging problem at the secondary level internationally.
Secondary schools recruit and co-ordinate with universities and training agencies
to fill up the gaps in teachers’ shortage. However, the turnover rate of pre-service
and in-service teachers is still high. Based on the self-efficacy approach, the
purpose of this study is to understand the relationship between self-efficacy and
career decision of pre-service student-teachers at the secondary school setting in
California, United States. In addition, this research also captured how pre-service
student-teachers describe their stress and career decision from their teaching
profession. The finding indicated that a significant number of pre-service teachers
decided to leave the teaching profession after the completion of the qualifying
programs due to negative self-efficacy, sense of isolation, negative administrative
style, and uncertainty of promotion. More importantly, the study pointed out that if
the self-efficacy level is low, pre-service teachers are less likely for returning. The
results of this research provided recommendations to school leaders, university
administrators, professional teachers, and policymakers to reform the current
educational system for teachers, particularly in the areas of teachers’ professional
development, career development, and career decision
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