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ERIC Number: ED523573
Record Type: Non-Journal
Publication Date: 2010
Pages: 105
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-4525-3
ISSN: N/A
Self-Efficacy and Perceptions of Community: How They Relate to New Teachers' Commitment
Bennet, Paula
ProQuest LLC, Ph.D. Dissertation, University of Virginia
Far too many teachers leave the profession in the early years of their career. This study explores the relationships between self-efficacy, perception of school support, commitment. Fifty teachers one year out of a Master's in Teaching program were surveyed using self-report questionnaires. Using descriptive analysis, correlational analysis, and stepwise regression I found that self-efficacy was a predictor in professional commitment whereas, perception of school support was predictive of commitment at the school level. Findings indicate that the teachers with higher levels of self-efficacy were more committed to teaching in general whereas, those perceiving greater support were more inclined to return to their schools. Perceptions of care and support at the school level were not related to stronger self-efficacy. There was a decline in self-efficacy declines from graduation to one year after teaching. Teachers who graduate with more positive self-efficacy beliefs were less inclined to be committed to their schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A