Starting strong? A quantitative investigation of differences in teacher self-efficacy among first-year pre-service teachers

Introduction Several studies have examined the relationship between gender, age, teaching experience and teachers' self-efficacy. However, the present study is, to the authors' knowledge, the first to investigate how gender, age and teaching experience relate to the self-efficacy of first-year pre-service teachers upon entry into teacher education programmes. Methods A total of 108 students from Nord University in Norway participated in a quantitative survey. Results Statistical analyses revealed no significant differences in overall teacher self-efficacy (TSE) based on age or gender. However, when examining specific dimensions of teacher self-efficacy, a significant gender difference was found in discipline, with male pre-service teachers reporting higher scores. Additionally, students with prior teaching experience reported significantly higher levels of teacher self-efficacy than those without experience. Discussion These findings suggest that there is an association between prior teaching experience and teacher self-efficacy among first-year pre-service teachers. Therefore, it may be beneficial for teacher education programmes to consider how practical experience is integrated into the programme. Further research is recommended to explore how teacher self-efficacy evolves throughout students' education and as they gain additional teaching experience.