Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand

D.A.G. Berg*, Einar M Skaalvik*, M. Asil*, Mary F Hill*, Marit Uthus*, T.N. Tangen*, J.K. Smith*

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

8 Citations (Scopus)
22 Downloads (Pure)

Abstract

In samples of teacher education students in New Zealand and Norway, we explored their reasons for choosing teaching and their sense of self-efficacy for teaching. We examined the factor structure of the newly developed Reasons for Choosing Teacher Education Scale (RCTES) and the established Norwegian Teacher Self-Efficacy Scale (NTSES). The factor structure of the NTSES and the RCTES were consistent with expectations and previous research. We found that altruism, personal fit with teaching, and job security were the strongest reasons for going into teaching in both samples, and that teacher self-efficacy is related to motives for entering initial teacher education.

Original languageEnglish
Article number104041
Pages (from-to)1-14
Number of pages14
JournalTeaching and Teacher Education
Volume125
DOIs
Publication statusPublished - Apr 2023
Externally publishedYes

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