Abstract
The purpose of this qualitative phenomenological study was to explore how early-career teachers perceive their self-efficacy in implementing social-emotional learning (SEL) and behavior management practices as influenced by their teacher preparation programs (TPPs). This study examined how preservice preparation and early professional experiences shaped teachers’ confidence, instructional decision-making, and classroom practices in addressing students’ academic, behavioral, and social-emotional needs.
This study was guided by Bandura’s (1977, 1997) self-efficacy theory and the CASEL framework. Bandura’s theory emphasizes the role of mastery experiences, vicarious learning, social persuasion, and emotional states in shaping self-efficacy, while the CASEL framework highlights key SEL competencies essential for fostering positive classroom environments. Together, these frameworks informed an understanding of how teacher confidence and practice develop in relation to SEL and behavior management.
A phenomenological research design was employed to capture the lived experiences of ten early-career teachers (years 1–5) from public elementary schools in Central California. Data were collected through semi-structured, in-person interviews lasting 30 to 60 minutes. Interviews were transcribed and analyzed using Moustakas’ (1994) phenomenological method, including horizontalization, clustering of meaning units, and synthesis of themes.
Three overarching conclusions emerged. First, TPPs emphasized theoretical knowledge but provided limited opportunities for applied, practice-based learning in SEL and behavior management, resulting in a gap between preparation and classroom realities. Second, teacher self-efficacy developed primarily through mastery experiences and was strengthened through mentorship and collegial support. Third, effective classroom management was rooted in relational and emotional competence, with teachers emphasizing relationship-building and emotional regulation. These findings suggest that teacher self-efficacy is a dynamic construct shaped by experience, support, and reflection.
The study recommends that TPPs adopt more practice-based, clinically rich approaches that integrate SEL and behavior management across coursework and field experiences. Policymakers should emphasize demonstrated competency in applied practice and expand support for residency and induction models. Districts should strengthen mentorship, provide targeted professional development, and foster collaborative environments to support early-career teachers.