The Relationship Between Instructional Self-Efficacy and Contextual Factors in Greenlandic Student Teachers’ Practical Training

Abstract

This study explores the complex relationship between instructional self-efficacy and contextual factors, as well as the impact of this relationship on Greenlandic student teachers’ practical training. We explore how student teachers’ instructional self-efficacy is influenced by their experiences in the Greenlandic teacher education program, including their on-campus academic studies and in-school teaching practice. We collected data from 36 student teachers enrolled in the teacher education program at the University of Greenland. The multiple regression model explained a modest proportion of the variance in classroom management self-efficacy. However, only self-efficacy in motivating students emerged as a significant unique predictor. Perceived relevance of general pedagogy and of subject didactics, mentor feedback, and perceived discipline problems during teaching practice showed no significant unique associations with self-efficacy in classroom management when motivational self-efficacy was controlled. These findings suggest that student teachers’ confidence in their ability to motivate and encourage pupils may be a central psychological resource underpinning their confidence in managing classroom behavior, whereas other aspects of their preparation may exert more indirect or weaker effects. While we do not claim generalizability, these findings indicate that teacher education programs must balance theoretical instruction with practical experiences to cultivate future teachers’ self-efficacy effectively in real-world classroom environments. Key recommendations include establishing robust support systems, including mentoring relationships and fostering collaborative environments that promote open communication between student teachers and seasoned educators. Furthermore, the critical link between perceived student behavioral issues and instructional self-efficacy highlights the importance of tailored mentoring and thoughtful placement in school contexts that provide manageable challenges. Addressing these factors is vital to mitigate the concerning trend of early teacher attrition, and to enhance student teachers’ confidence and competence. Future research should focus on longitudinal studies to investigate the evolving nature of instructional self-efficacy, evaluate the impact of varied support structures, and assess the experiences of student teachers from diverse backgrounds. Overall, this study offers insights into the field of teacher preparation, emphasizing the urgent need to adapt teacher education programs to strengthen future teachers’ instructional self-efficacy, ultimately leading to their preparedness and long-term success in the teaching profession.