Bridging Careers, Building Confidence
Open Access DepositedA Qualitative Study of Induction, Collegial Support, and Self-Efficacy Development Among Career-Changer Teachers
This qualitative study explored how career-changer teachers (CCTs) experience the induction phase—the early years of their teaching careers—and how school-based supports shape their developing self-efficacy beliefs. CCTs—individuals who enter teaching after working in other professions—are increasingly important in addressing teacher shortages, particularly in high-need fields such as mathematics, science, and special education. While they bring prior professional and subject-matter expertise, many enter classrooms with limited instructional preparation and face challenges adapting to the demands of teaching. Guided by Bandura’s (1997) self-efficacy theory, this study examined how four sources of self-efficacy—mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states—intersect with induction supports. Semi-structured interviews were conducted with teachers who entered the profession from other careers and were asked to reflect on their first years of practice. Data were analyzed to identify patterns in how participants described supports that shaped their confidence, identity, and instructional development. Findings indicate that participants benefited most from sustained, relational induction supports grounded in the realities of classroom teaching. Mentorship, structured opportunities for observation and feedback, and supportive professional relationships reinforced their sense of capability. In contrast, one-size-fits-all supports that lacked emotional relevance were linked to ongoing uncertainty and professional strain. This study contributes to the literature by centering the perspectives of CCTs and highlighting contextual factors that influence their early development. The findings offer implications for schools, preparation programs, and districts seeking to strengthen induction by tailoring supports to the distinct needs of those entering from other professions. By exploring how career changers reflect on their induction experiences, this research informs efforts to design more responsive systems that foster teacher confidence, growth, and retention. Keywords
Career-changer teachers, teacher induction, self-efficacy, Bandura, mentorship, novice teachers, alternative certification, teacher preparation
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