Data provided from this theme showed that having access to observe a colleague a teacher trusts raises TSE because the observing teacher develops confidence through validation. With 27 references across 11 resources, this theme demonstrated strength, as supported by research. An example of vicarious models would be the role of mentor or trainer who has high influence over the individual verbally instructing an individual or providing advice. The self-efficacy of the individual is determined by how that
individual processes the model and can be affected by the level of trust for the mentor (A.
Bandura, 1986, 1993, 1997; T. R. Guskey & Passaro, 1994; J. A. Ross, 1994). The level of trust was of high importance to the participants who shared experiences related to this theme.
According to Wyatt (2012), observing others as a vicarious experience can include hearing about what other, trusted colleagues are doing in comparison to the teacher’s own work. M. Tschannen-Moran and McMaster (2009) further explained that a
teacher might utilize a vicarious experience by using the success or failure of another teacher as a model. Participant A described how this factor impacted her by sharing,
“Over time you develop friendships with the other teachers and you find out you were in the same situation with a student or with curriculum, you know.” This feeling of
‘sameness’ with others helps the teacher develop confidence that they are not alone with their experiences and therefore their TSE is positively impacted. Participant A went further to describe how her confidence grew over time from conversations with trusted colleagues when she shared,
I think that started very early in my teaching career, establishing good rapport with fellow teachers, not only on the same grade level but in other grade levels, who are all kind of the same age and the same time in their teaching careers and being able to privately and in a confidential, secure environment be able to say, “I don't know if I am doing this right...” and then, “You know what? I don't know if I am either, so let's get together and see what we can do about that.” That
encouragement of hey guys, if we can stick together and figure this out, I think that is what has helped me the most. And I think that every teacher needs that in his or her career. You have to look; if you can't find it in your particular grade level, you can find it, you just have to keep looking. We have to learn to trust and so I think that it was fellow colleagues for the most part.
Other participants echoed this by valuing work with trusted colleagues, and the feeling of support that led to confidence. As part of developing as trusted colleagues, the willingness of others to share their many experiences mattered to late-career elementary teachers. Their TSE was impacted because they valued that willingness to share,
knowing that their trusted colleague would have an answer or they themselves might be able to provide one. Essentially, late-career elementary teachers know that they do not know everything. Participant B shared an excellent example by saying,
After teaching this long, I still feel I don't know everything, and with things changing, I'm constantly trying to figure out what's a better way to teach this? So, oh, my gosh, those ladies [on her grade-level team] are amazing. When I first started teaching, I taught first grade with [another teacher], and that woman taught me how to teach first grade. And now, just picking their brains, and they do have more years of experience ... but they're just so knowledgeable. It's, to me, it's just like, oh wow. I go back: “What do you think about this?” or, “What I should do about this?” They're so, always willing to share, and to let me know, “Well, maybe you should try this,” or, “That didn't work, but let's try something else.”
But it's also because they've become my friends.
That feeling of genuine friendship was an additional factor amongst the responses that fell within this theme. Participant K said,
I rely on my co-teachers to help me with those kinds of decisions and also to celebrate - oh this guy is doing great [referring to a student]. And when I'm successful with those students [referring to the students that were helped by their shared vicarious experiences], it's wonderful to celebrate with my colleagues.
Enriching the relationship of trusting colleague is the ongoing validation that is received when teachers have enough opportunities to observe each other. Twenty-five of the 27 references were not actual observation of the other teacher conducting a lesson or
interacting with a student. Rather, they were conversations held during collaboration meeting or during a time sought out by the teacher.
During these collaboration times, participants’ TSE was impacted towards confidence because the shared experiences of the group validated the work. C. Day and Gu (2007) assert that positive relationships with colleagues and students, along with student achievement and success are the main sources of satisfaction in teaching for late-career elementary teachers. When experiencing these factors, teachers in this phase demonstrate a continued interest in ongoing learning and improving their classroom knowledge in order to fulfill their desires of a strong sense of professionalism before leaving teaching. Participant D spoke directly to this and how her team contributes to her TSE by validating her work when she shared,
I know they have these amazing ideas and things they do, and I love to see what other people do and glean what I can from what they are doing. [Recently], it was using our new curriculum. I wondered, am I doing this the right way? Am I going about this the right way? So, for me it [focusing on the new curriculum at a collaboration meeting] made me feel like I am actually doing fine and this is the direction we are going and I am doing okay.
Another important element within this theme that distinguishes it from being verbal persuasion is that a teacher is appreciative of the different strengths and talents trusted colleagues in a group can provide. This impacts TSE when a teacher is confident that they add to the collective group, and their own professionalism is enhanced because of the others. Participant M described her team by sharing,
Our team is really good. The four of us who teach fifth grade each have a different strength. And when we meet together the ideas that we bounce off of each other. I'm just amazed. Because, you know, [Teacher 1] will bring something with technology and [Teacher 2] will do something with science or math that I've never looked at more and don't have their in social studies. And I bring in games - I do a lot of games with kids and so we pool ideas often. And those things I know helped me be a better teacher - because then I realize I can do some of the things that they do. Similarly. As they share with me and I share my ideas. So, I have a really good team.
The confidence developed from these experiences was the key component that impacted participants’ TSE after observing, or conversing with, trusted colleagues. The experiences they shared revealed that they perceived themselves to be better teachers because they had opportunity to gage what others were doing compared to their own work, make any adjustments needed or add to their personal bank of strategies, and feel confident about that process (see Table 10).
Table 10
Frequency of Vicarious Experiences: Theme 1
Theme Sources References
Teachers develop confidence when observing a trusted
colleague. 11 27