Beginning teacher self-efficacy and resilience across four years in Alberta, Canada

Since 2021–2022, annual survey data addressing self-efficacy and resilience have been collected from beginning teachers in Alberta, Canada during the first three years of their career. Using a repeated cross-sectional mixed-methods design, quantitative and qualitative analyses were conducted to examine changes in teacher self-efficacy over time. Results indicated that Student Engagement and Classroom Management scores declined from 2021–2022 to 2022–2023 and remained below baseline through 2024–2025, while Instructional Strategy scores did not change significantly using the Teachers’ Sense of Efficacy Scale (Short Form). These trends are relevant to concerns regarding early-career teacher well-being and retention identified in previous research. Qualitative responses from the repeated cross-sectional surveys provide additional insight into the contextual factors associated with these changes, including increasing classroom complexity, behavioural challenges, and limited institutional supports. Together, the quantitative and qualitative findings highlight the need for targeted supports to strengthen teacher self-efficacy, foster resilience, and improve early career teaching experiences.