Raymond, Susan2025-12-172025-12-172020https://hdl.handle.net/11541.2/1450831 ethesis (xv, 321 pages) :illustrations (some colour)Includes bibliographical references (pages 268-299)Reception, the first year of primary school, involves teachers supporting children’s transition from prior-to-school contexts, while navigating complex early years educational policies and practices. This thesis argues that examining teacher self-efficacy (TSE) is necessary, given evidence that TSE influences children’s achievement, motivation and development of self-efficacy, and teacher wellbeing and job satisfaction. Findings from this multiple case study of eight reception teachers include: the notion of TSE as a malleable construct over time; the ecological influences on TSE formation; designing classroom microsystems for continued TSE development; and importance of leaders in enabling TSE development and practice. The study proposed an Ecological Framework for Teacher Self-Efficacy Development situating TSE formation and continued development within an enabling ecological system.enteacher self-efficacy;early years education;ecological framework for teacher self-efficacy developmentEducation, PrimarySelf-efficacySelf-efficacy.Teacher effectiveness.Teachersthesis