Novice teachers’ perceptions of school climate and self-efficacy

By Merilyn Meristo, Eve Eisenschmidt. 2014

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School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, background): “Among these studies, only Meristo and Eisenschmidt (2014) examined the relation between school climate and self-efficacy sub-scales.”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “It has been suggested that at the beginning of their careers, teachers experiment less, because they are more concerned with classroom management issues (Grosemans, Boon, Verclairen, Dochy, & Kyndt, 2015; Meristo & Eisenschmidt, 2014).”