Document Type
Article
Publication Date
Spring 2026
Abstract
Teacher self-efficacy is a critical factor influencing instructional effectiveness, classroom management, and teacher retention, yet many educators in their first five years of teaching report low confidence in their professional abilities as they navigate the complexities of the classroom. This lack of confidence can negatively impact instructional decision-making, classroom practices, and long-term commitment to the profession. The purpose of this inquiry-based research study was to examine the impact of a structured reflective journaling intervention on the self-efficacy of new teachers with fewer than five years of teaching experience. Using a mixed-methods design, participants completed pre- and post-intervention self-efficacy surveys and engaged in guided reflective journaling over a four-week period using structured prompts, with additional qualitative data collected through open-ended reflection responses to better understand participants' experiences. Findings indicated an overall increase in teacher self-efficacy following the intervention, with participants reporting increased confidence in instructional decision-making, classroom management, and their ability to meet diverse student needs. Qualitative analysis further revealed that structured reflection, intentional prompts, and opportunities to process instructional experiences were the most beneficial aspects of the journaling process. These findings suggest that structured reflective journaling is an effective and practical strategy for supporting the development of self-efficacy in new teachers. Implications for practice include the integration of guided reflection into teacher induction and professional learning programs to better support early-career educators.