ABSTRACT
Chapter 9 examines how novice teachers need more than a passion for teaching to sustain them through their first years. In this chapter, the authors analyze the case of Ms. Pollitt through the lens of Bandura’s Social Cognitive Theory. This analysis includes the constructs of self-efficacy, triadic reciprocal determinism, and observational learning. More specifically, a novice teacher’s actions and experiences within this case are considered using the four sources from which self-efficacy beliefs originate: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. Through this analysis, I consider how one experience can provide more than one source of self-efficacy, interaction between these sources, and the possible impact on her self-efficacy beliefs.
