Elementary and secondary schools today have an immense challenge in meeting the state and federally mandated requirements of student achievement and high-quality teaching. One important variable, because it has been shown to have a positive effect on student outcomes and achievement (Ashton, Webb & Doda, 1982; Ross, 1992; Moore & Esselman, 1994), is the efficacy the teacher brings to the classroom environment. This study explores the personal teaching efficacy (PTE) of teachers as it relates to the environments in which they receive their undergraduate education as well as their graduate-level teacher training.

Quantitative research methods were used to investigate the question, “Does the university learning environment from which a teacher receives his or her teaching certification or baccalaureate degree relate to personal teaching efficacy?” The research question was addressed using the institutional attributes of size (large or small), control (public or private), and affiliation (religious or non-religious). Surveys were used to collect data related to the level of personal teaching efficacy of teachers. The data was subdivided into groups based on the attributes for size, control and affiliation for undergraduate and graduate levels. The data was then analyzed to determine if an association existed between teaching efficacy and the three specific attributes of size, control and affiliation of the undergraduate and graduate level institutions the respondents attended.

The analysis (ANOVA) revealed that mean personal teaching efficacy was higher among the groups of pre-service teachers that attended large, publicly-controlled, and non-religiously affiliated institutions at both the undergraduate and graduate levels. For in-service teachers, the groups that had attended large and non-religiously affiliated institutions had higher PTE at the undergraduate level.

Several recommendations are offered based on the findings of this study. Firstly, the development of teaching efficacy is an important consideration for teacher training programs. Secondly, professional development programs for in-service teachers should include personal teaching efficacy components. Thirdly, work should continue in the refinement of career coaching instruments and interview protocols that help identify high-quality, high-efficacy candidates. These three actions will support the critical need to identify, nurture and deploy successful teachers.