Teacher Self Efficacy and the Work Environment

In a time of uncertainty, teachers have been the backbone of the educational world. They provide a sense of consistency to many students who may need positive role models in their life. Teachers take on roles as caregivers, educators, friends, and are often a “safe place” for students. Yet, how have teachers been supported during times of crisis? With the recent COVID-19 pandemic shifting the world of education, elementary school teachers have had to adapt to new changes within their daily work environment. From transitioning to immediate virtual learning and returning to in-person learning with safety protocols, understanding teacher self-efficacy within the work environment provided insight into factors that influence a teacher’s confidence in their ability to effectively teach. The purpose of this qualitative study was to explore how the work environment influences an elementary educator's sense of self-efficacy in hopes of boosting teacher retention. The study was conducted in an urban public school district. The participants included in this study consisted of nine elementary school teachers of grades K, 1, 3, 4. An analysis of literature, interview recordings with teacher participants, and transcripts indicated that a teachers' sense of self-efficacy can be linked to factors within the work environment. Self-efficacy is defined as a “judgment of his or her capabilities to bring about desired outcomes of student engagement and learning” (Tschannen-Moran & Woolfolk Hoy, 2001 p.783). This “judgment of capabilities” (Tschannen-Moran & Woolfolk Hoy, 2001 p.783) can be influenced by environmental factors such as the incorporation of new technology, administrator feedback, student behaviors, parent interactions, as well as relationships with colleagues. A teacher's perception of the positive and negative impacts within their work environment influence has either helped to grow a stronger sense of self-efficacy or lower a teacher’s sense of self-efficacy. This research serves as a precursor for future research as it provides insight on the personal experiences of urban elementary school teachers during an unsettling time. It shields light on ideas that may help to support the mental and emotional health of elementary school teachers to promote teacher retention.