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ERIC Number: ED527971
Record Type: Non-Journal
Publication Date: 2011
Pages: 194
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-6581-1
Efficacy Development in New Teacher Study Groups
Simon, Flora Ann
ProQuest LLC, Ph.D. Dissertation, The University of Arizona
This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention. The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study group participants to be more proactive for their own personal and professional needs. Implications for supporting new teachers through opportunities to participate in a study group format are discussed. The result of this work is a contribution to the effects of teacher efficacy and the power of collaboration in a study group setting for new teachers. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States