Teacher self-efficacy is critical because it predicts teachers’ future behavior and impacts teacher turnover. Most teachers begin their career with moderate to high self-efficacy for teaching, but often experience a sharp decline during the first year of teaching. After the first year, their self-efficacy begins to increase but rarely rises to the level it was prior to beginning teaching. Therefore, examining first-year teachers’ self-efficacy is extremely important. Previous research generally depicts teachers as a homogeneous group, relying on variable-centered approaches and including self-efficacy as a scaling score, which may not be applicable at the individual level. Simply extending findings from the variable-centered analyses is insufficient. Therefore, the purpose of the present study is to examine the heterogeneous profiles of first-year teachers’ self-efficacy from the 2011–2012 Schools and Staffing Survey and to investigate how self-efficacy profiles are related to teacher training at the individual level. Using latent class analyses, we found three statistically distinctive classes within self-efficacy: high, moderate, and low. Regardless of teaching assignments, teachers who completed reading content courses during preparation programs and received discipline-specific mentoring during their first year dominated a higher level of self-efficacy. We conclude that these two factors are essential to preparing and retaining high-quality teachers.

中文翻译：

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发现阅读课程作业和特定学科的指导对一年级教师自我效能的影响：一项潜在的课堂分析。

教师的自我效能感至关重要，因为它可以预测教师的未来行为并影响教师的更替。大多数教师的职业生涯以中等至高的自我效能感开始，但在教学的第一年常常会急剧下降。第一年后，他们的自我效能开始提高，但很少达到开始教学之前的水平。因此，检查一年级教师的自我效能感非常重要。以前的研究通常将教师描述为一个同质小组，依靠以变量为中心的方法，并将自我效能作为量表评分，这可能不适用于个人。仅扩展以变量为中心的分析的结果是不够的。因此，本研究的目的是研究2011-2012年学校和人员调查中一年级教师自我效能感的异质性，并研究自我效能感与个人水平的教师培训之间的关系。使用潜在类别分析，我们发现自我效能感内的三个统计学上不同的类别：高，中和低。不论教学任务如何，在预备课程期间完成阅读内容课程并在第一年接受特定学科指导的教师，都以更高的自我效能感为主。我们得出结论，这两个因素对于培养和留住高素质的教师至关重要。