Guided by social learning theory (Bandura, 1989) and Person-Process-Context-Time model (PPCT; Bronfenbrenner & Morris, 2006), these two dissertation studies aim to explore the relation between role-related self-efficacy and intent to continue providing care, as well as antecedents informing the development of self-efficacy for HBCCs and FCs in Oregon. The first study explores factors affecting applying or novice provider’s experience navigating the state registered listing process for license exempt HBCC educators in Oregon. Specifically, this study explored the relation between teaching self-efficacy, job-crafting self-efficacy, and listing approval, considering PPCT-informed antecedents (depression, ideas about child-centered practices, financial barriers, education, employment, initial motivation, age, and years of experience) that may be associated with those factors. Using bivariate analyses, this study found that high job-crafting self-efficacy was significantly associated with successfully meeting listing requirements for providing care, and depression was negatively associated with job-crafting self-efficacy. Further, post hoc analysis revealed that those who were already employed in some capacity were more likely to make it through the listing process. Findings suggest that HBCC providers may experience job-crafting self-efficacy concepts that are distinct to the various requirements of the job, as well as teaching self-efficacy. Applications for future research and policy development are discussed. The second study of this dissertation focuses on FCs in Oregon by hypothesizing relation between foster youth behaviors, the development of foster parenting self-efficacy, and intent to continue fostering, for those who do and do not experience financial strain. (author abstract)