An initial analysis of VET teachers’ self-efficacy: the influence of teaching experience and VET instructional level

Abstract

[eng] Teachers’ teaching styles and pedagogical practices are factors that contribute to preventing students from dropping out of school. In Spain, vocational education and training (VET) is characterised by low participation and high dropout rates. This study explores the perception of VET teachers in relation to professional self-efficacy and in association with two variables (VET instructional level and years of teaching experience) as factors that can influence this belief. The sample comprised 260 VET teachers from the Balearic Islands (Spain) who completed a questionnaire that included the Teachers Self-Efficacy Scale (TSES). The results found that this efficacy is relatively high and that number of years of experience is an influential factor, although the VET instructional level is not. The implications of these results are discussed for the identification of practices that can be positively associated with the prevention of dropout in this educational stage.