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Induction and Efficacy: A Case Study of New Zealand Newly Qualified Secondary Science Teachers

  • Published:
Journal of Science Teacher Education

Abstract

This paper reports on 20 newly qualified secondary science teachers (NQSSTs) participating in a New Zealand study on teachers’ early professional learning. The focus of our study is how these new teachers were nurtured to become competent science teachers, confident of their ability to positively influence student learning. Based on responses to a graduating questionnaire and three interviews across their first 18 months of teaching, we look at the effect of induction and contextual factors on the teachers’ efficacy. While the NQSSTs overall reported relatively constant ratings of self-efficacy, they demonstrated different patterns of declared efficacy across this 18-month period. Findings regarding the influence of induction practices and contextual factors on the efficacy of these teachers are mixed.

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Notes

  1. The funding source had no involvement in the conduct of the research.

  2. Decile levels assigned to all New Zealand schools reflect the socio-economic status of the wider community within which the school is located. There are 10 school decile levels with 1 being assigned to schools in low socio-economic areas. Low-decile schools receive additional funding.

  3. SCTs have a dual role of mentoring beginning teachers across subject areas as well as mentoring experienced teachers who seek assistance. The SCT is charged to provide support and guidance only; that is, the role is to be kept separate from any formal appraisal, performance management or competency judgments.

  4. RTLBs work with teachers to develop programmes to support students who are experiencing learning difficulties.

  5. For Item C: 1 = To a very great extent; 2 = To a large extent; 3 = To some extent; 4 = Not at all.

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Author information

Authors and Affiliations

  1. The University of Auckland, Auckland, New Zealand

    Mavis A. Haigh

  2. Massey University, Palmerston North, New Zealand

    Glenda J. Anthony

Authors
  1. Mavis A. Haigh
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  2. Glenda J. Anthony
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Corresponding author

Correspondence to Mavis A. Haigh.

Appendix: The Efficacy Instrument

Appendix: The Efficacy Instrument

Thinking of yourself as a teacher now, consider the following statements and provide an answer according to what extent you agree with them.

  1. A.

    If I try hard enough I can get through to all of my students.

  2. B.

    I can handle most discipline problems that arise in my classroom.

  3. C.

    The main reason that some students do poorly is that they do not try hard enough.Footnote 5

  4. D.

    I have more influence on students’ motivation and performance than their peers do.

  5. E.

    I have the ability to ensure that all students in my class are successful.

  6. F.

    I can influence my students’ learning whatever their home environment.

  7. G.

    I can adapt my teaching to meet the needs of all my students.

  8. H.

    I can integrate information technology into my students’ learning.

  9. I.

    I make a positive difference in the lives of my students.

  10. J.

    I work effectively with other teachers in teams to support student learning.

Rating scale: 1 = Not at all; 2 = To some extent; 3 = To a large extent; 4 = To a very great extent.

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Haigh, M.A., Anthony, G.J. Induction and Efficacy: A Case Study of New Zealand Newly Qualified Secondary Science Teachers. J Sci Teacher Educ 23, 651–671 (2012). https://doi.org/10.1007/s10972-012-9285-0

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  • DOI: https://doi.org/10.1007/s10972-012-9285-0

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