McLennan, Brad and McIlveen, Peter and Perera, Harsha N. (2017) Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism. Teaching and Teacher Education, 63. pp. 176-185. ISSN 0742-051X
Abstract
Teachers' self-efficacy is positively associated with job satisfaction and commitment. What is less clear in
the teacher education literature is to what extent pre-service teachers' self-efficacy influences and is influenced by other psychological factors associated with career engagement. The current research
contributes to understanding the complex of interrelations by demonstrating that pre-service teachers'
self-efficacy directly predicts their career optimism and mediates the effect of career adaptability on
career optimism. With regard to pre-service teacher education, these findings are significant because, like self-efficacy, career adaptability and career optimism are amenable to promotion via learning experiences. Thus, professional learning activities may be tailored to focus on the development of self-efficacy to indirectly enhance pre-service teachers' career adaptability and career optimism.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Second place winner for the USQ School-Specific 2016 Publication Excellence Awards for Journal Articles - School of Teacher Education and Early Childhood. Permanent restricted access to Published version, in accordance with the copyright policy of the publisher. |
| Faculty / Department / School: | Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education |
| Date Deposited: | 06 Apr 2017 04:41 |
| Last Modified: | 11 Apr 2018 05:10 |
| Uncontrolled Keywords: | self-efficacy, career adaptability, SCCT, social cognitive career theory, career optimism, teacher education |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development |
| Identification Number or DOI: | 10.1016/j.tate.2016.12.022 |
| URI: | http://eprints.usq.edu.au/id/eprint/30307 |
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