The effect of an introductory training program on teachers’ efficacy beliefs

Greek teachers who are appointed for the first time in public schools on a permanent basis have to attend an introductory training program. The present study investigated the effect of this program on teacher’s self-efficacy beliefs. Participants were 237 teachers from various disciplines employed in primary and secondary education. The Teachers’ Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure three dimensions of teachers’ competence beliefs, efficacy for instructional strategies, for classroom management and for student engagement. The TSES was administered twice, once before the beginning of the training program and once after the completion of the first phase. Doubly repeated measures analysis showed a significant and a meaningful increase in efficacy for classroom management and a tendency for positive shift in efficacy for student engagement. It was concluded that the first phase of the training program enhanced teachers’ beliefs in their capabilities.