What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis

During the early stages of teaching profession, pre-service and beginning teachers often participate in individual support activities intended to develop their teacher self-efficacy. These (modeling, feedback on lesson plans or lessons, reflection) are provided as part an intervention by a mentor, cooperating teacher, instructor, supervisor. We conducted meta-analysis investigate effectiveness these interventions for teachers’ found medium-sized overall effect self-efficacy based 28 studies (49 sizes) our meta-analysis. Providing amplified (large effect). However, this moderator slightly missed significance level 0.05. The providing was stable after controlling mastery experiences methodological variables. Implications future regarding career discussed.