Abstract
The most recent OECD Programme for International Student Assessment (PISA) survey enables educators, policymakers and the wider community to compare Australian students with each other, as well as with their counterparts across the world. PISA measures the extent to which 15-year-old students near the end of compulsory education have acquired the knowledge and skills that young adults need to meet the challenges of the future. PISA also collects teacher questionnaire data to gain insights into teaching practices, learning activities and the school environment. Teacher self-efficacy refers to a teacher’s belief in their capability to help students learn and to influence their activities, effort and persistence in the classroom. This issue of Snapshots examines teacher self-efficacy in the classroom in relation to 3 competencies: classroom management, instruction, and student engagement. It focuses on differences in these competencies between novice teachers (5 years’ experience or less) compared to their experienced colleagues (5 years’ experience or more).
Recommended Citation
Underwood, C. (2025, May 13). Snapshots issue 21: Teacher experience and self-efficacy in the classroom. Snapshots. 21(21) https://research.acer.edu.au/snapshots/vol21/iss21/1