Self-Efficacy and Career Decision of Pre-Service Secondary School Teachers: A Phenomenological Analysis

Abstract

Teachers’ shortage is a challenging problem at the secondary level internationally. Secondary schools recruit and co-ordinate with universities and training agencies to fill up the gaps in teachers’ shortage. However, the turnover rate of pre-service and in-service teachers is still high. Based on the self-efficacy approach, the purpose of this study is to understand the relationship between self-efficacy and career decision of pre-service student-teachers at the secondary school setting in California, United States. In addition, this research also captured how pre-service student-teachers describe their stress and career decision from their teaching profession. The finding indicated that a significant number of pre-service teachers decided to leave the teaching profession after the completion of the qualifying programs due to negative self-efficacy, sense of isolation, negative administrative style, and uncertainty of promotion. More importantly, the study pointed out that if the self-efficacy level is low, pre-service teachers are less likely for returning. The results of this research provided recommendations to school leaders, university administrators, professional teachers, and policymakers to reform the current educational system for teachers, particularly in the areas of teachers’ professional development, career development, and career decision.