General self-efficacy and teacher sense of efficacy of Generation Z teacher candidates: An explanatory sequential mixed methods inquiry
Abstract
Generation Z individuals born between 1995-2012 currently represent 25% of the
population and will soon exceed the Millennials as the largest generation (Dill, 2015). Thus, lack
of practical knowledge and understanding may lead to employee turnover (Flippen, 2017). This
study addresses how teacher education programs, cooperating teachers, principals,
superintendents, university faculty, and hiring committees might have a limited understanding of
Generation Z Teacher Candidates. With this limited understanding, issues arise. This study
utilized the theoretical underpinnings of Strauss and Howe’s Generational Theory (1991) and
Albert Bandura’s Self-Efficacy Theory (1977) in order to determine the general self-efficacy and
teacher sense of efficacy of Generation Z Teacher Candidates.
Teacher candidates, both field-based students and clinical teachers, were recruited for the
study. The sample size consisted of 42 field-based students and 17 clinical teachers for the
quantitative research phase of the study. All participants were enrolled in the teacher education
program during the fall semester of 2018 at a regional four-year university in South Texas.
Participants completed two surveys via their mobile devices: General Self-Efficacy Scale by
Schwarzer & Jerusalem (1995) and Teacher Sense of Efficacy Scale by Tschannen-Moran &
Woolfolk-Hoy (2001). The data was exported into the Statistical Package for the Social Sciences
(SPSS) and was analyzed using descriptive statistics. For the qualitative phase, two focus group
interviews were conducted. Each focus group was comprised of eight field-based students and
clinical teachers. The interviews were completed during the fall semester 2018 at the same
regional four-year university in South Texas in which these students were enrolled. Upon
completion, the qualitative data was analyzed and synthesized.
The findings from the quantitative data suggest Generation Z Teacher Candidates have a
moderately high self-efficacy. Field-based students had an overall mean of 3.15 out of 4.00,
while clinical teachers had an overall mean of 3.08 out of 4.00. Combined, the mean was 3.12,
representing a moderately high self-efficacy. The findings from the qualitative data revealed
three major themes related to their general self-efficacy and teacher sense of efficacy: the caring
characteristics associated with Generation Z, their instructional beliefs, and their perspectives on
diversity. Each theme unveiled subthemes and are examined in detail.
The findings from this study could be used to help facilitate professional development
opportunities and prepare teacher education programs, cooperating teachers, principals,
superintendents, university faculty, and hiring committees to be prepared for this new generation
of teachers. It offers insight into the characteristics, beliefs, attitudes, and perceptions of
Generation Z. Finally, the conclusions might help education programs target areas of
improvement and provide cooperating teachers with an understanding of the perceptions and
characteristics of teacher candidates that may be assigned to them as field-based students or
clinical teachers.