The teacher’s belief in his or her own self-efficacy relating to his or her teaching competences is an important point for the professional future and health (Bandura, 1997, Schmitz & Schwarzer, 2000). So far there are only a few empirical results regarding the self-efficacy in teacher’s education and in the first year of teacher’s career entry phase. For this reason teacher’s beliefs in their own self-efficacy will be the centre of this poster presentation. On the basis of a questionnaire, during three measure points, the beliefs of self-efficacy will be acquired: the first measure point in the last semester of teacher’s education, the second and third measure point in first year of teacher’s career entry phase (sample: 20 students of Educational University Zurich). In order that I would like to disclose, if the belief in self-efficacy will change or stay steady in the changeover from teacher’s education to teacher’s career and during the first year of teacher’s career. Previous studies show, that beliefs in teacher’s self-efficacy decreases during educational university. This means, students at the end of their education perceived themselves as less self-effective in their teaching competency than at the beginning of their education. It is interesting to see, if this will be observable during the first year of teacher’s career as well or if the experienced self-efficacy will increase again. And if there are different groups: probands with low and high beliefs in teaching self-efficacy. In addition to the questionnaire, lesson of the teachers will be videotaped during three measure points: first measure point in the last semester of teacher’s education, second at the beginning of teacher’s career and third measure point at the end of first year as inservice teacher. The lessons will be analysed by a variety of ratings and a code system. Therewith it will be pursued the question, if there are differences in teaching quality concerning to the different beliefs in teacher’s self-efficacy among the teachers in the last semester of Educational University, at the beginning of their teaching career and after a year of inservice teacher. Bandura (1997) describes the activities of a teacher during a lesson, as selection processes. This work would like to demonstrate, which teaching activities teachers with higher and lower beliefs in their teaching self-efficacy choose, and if there are differences in the ratings of this groups. Do teachers with a more positive belief in their teaching self-efficacy teach better? Do self-efficacy beliefs influence the teaching quality? Literature: Bandura, A. (1997). Self-Efficacy. The exercise of control. New. York. Schwarzer, R. und Schmitz, G.S. (1999). Kollektive Selbstwirksamkeitserwartung von Lehrern: Eine Längsschnittstudie in zehn Bundesländern, Zeitschrift für Sozialpsychologie, 30, 262-274. Schmitz, G.S. und Schwarzer, R. (2000). Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument, Pädagogische Psychologie, 14 (14), 12-25.

There are only a few indications in the literature how self-efficacy beliefs influence someone's activities. Expected outcomes: - an increase in the teacher’s beliefs in their teaching self-efficacy during the first year of teacher’s career - a significant impact of the teacher’s beliefs in their teaching self-efficacy on their motivating ability in their lessons