Can policy influence teacher preparation programs with regard to self-efficacy: a case study of Wisconsin PI34

Abstract

ABSTRACT This mixed methods study examined if state policy can influence pre-service teachers' sense of self-efficacy. Specifically, this study examined if teachers' sense of self-efficacy is associated with implementation of the Wisconsin Policy Initiative 34 (PI34). The University of Wisconsin-River Falls (UWRF) teacher preparation program served as a case study. Data were collected from identified elementary teacher candidates who completed their preparation program prior to and after implementation of PI34. Responding to a modified version of the Ohio State Teacher Efficacy Scale survey, participants provided information on their sense of self-efficacy. Questions were included to assess teacher perception on the influence of various support systems with regard to their sense of self-efficacy. Findings indicate that even after controlling for content knowledge, participants who graduated after PI34, reported higher self-efficacy scores than those who graduated before the law was enacted. All groups had similar perceptions regarding the influence of the support received from peers, principals and formal mentoring programs. However, those teachers who graduated after implementation of PI34, had lower ratings of their teacher preparation programs than those who graduated before the law. These findings suggest that policy can influence teachers' sense of self-efficacy. However, policy makers and practitioners need to identify specific programmatic changes that can affect that influence.