The developmental trajectories of novice teachers’ teaching efficacy and contingent influencing factors: A longitudinal mixed-methods investigation

Abstract

Teaching efficacy is vital for novice teachers’ professional growth, yet its developmental trajectories and influencing factors remain underexplored. This study explored the development of novice teachers’ teaching efficacy and influencing factors through longitudinal mixed methods. Quantitative data, collected over four years, revealed two distinct trajectories: high efficacy–stable (46%) and moderate efficacy–declining–unstable (54%). Qualitative interviews confirmed these trajectories and identified occupational psychological characteristics, teaching experience, and educational environment as key factors shaping teaching efficacy. Variables representing these factors—such as career calling, work motivation, teacher-student relationships, and occupational stress—emerged as significant longitudinal predictors of trajectory membership.