Long-term trajectories of teacher self-efficacy across phases of teacher education

Kurzfassung/Abstract

This study investigated the development of teacher self-efficacy (TSE) among 2719 German teachers over 8 years using panel data. Piecewise multilevel growth models captured within-person change across career stages; university-based teacher education, the induction phase, and early in-service teaching. The average TSE trajectory showed a small linear decline. Entry into the induction phase was not associated with a significant change in average TSE, whereas entry into in-service teaching was linked to a small increase. Despite modest average changes, there was substantial variability in individuals’ TSE trajectories. While primary teachers and those with strong intrinsic motivation to teach reported higher baseline TSE, primary teachers exhibited a sharper decline upon entering the induction phase than teachers of other levels. Sociodemographic and personality characteristics did not predict the within-stage rates of change. By separating TSE trajectories from changes associated with career-stage entry, this study extends existing research on the longitudinal development of TSE.