An Investigation of the Self-Efficacy Development of Newly Hired Occasional Teachers in Southwestern Ontario
Date of Award
Teacher identity development, New teachers, Occasional teacher, Self-efficacy
For many new teachers, Occasional Teaching is often a rite of passage into the teaching profession. These early years in a new teacher’s career are significantly impactful and formative, as signified by the research of self-efficacy development of new teachers. However, an overwhelming majority of this self-efficacy research focuses primarily on new teachers working in permanent positions. This research study endeavors to examine the ways in which Occasional Teachers perceive their self-efficacy in a constantly changing work environment. In this qualitative research study, I investigated the lived experiences and the precarity that define Occasional Teaching. Semi-structured interviews and an autoethnographic journal were used, and the data was analyzed through narrative inquiry. Four themes were uncovered from the data analysis: (1) Not Knowing (Uncertainty); (2) Routines; (3) The Outsider; and (4) Sense of Belonging. These themes provide a specific depiction of the Occasional Teaching experience and the ways in which Occasional Teachers cope with precarity.
Haslam, Dayna, "An Investigation of the Self-Efficacy Development of Newly Hired Occasional Teachers in Southwestern Ontario" (2021). Electronic Theses and Dissertations. 8770.