La autoeficacia docente para la resolución de conflictos entre profesores

objective: the purpose of this study was to describe and interpret the process whereby beliefs about self-effectiveness for conflict resolution are created and change in a group of novice teachers during their first year of professional practice at private and state-supported schools in the communities of la serena and coquimbo (chile). method: a qualitative approach was used, through the application of three episodic interviews involving four participants, for a total of 12 interviews, in addition to a log to record conflictive episodes in the school context. results: the study underscored the importance of the impact of the "reality shock" experienced by the four teachers, the value placed on motivational process, and the significance of social persuasion or professional socialization in incorporating new teachers into the profession.