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ERIC Number: ED531648
Record Type: Non-Journal
Publication Date: 2009
Pages: 122
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-7050-2
ISSN: N/A
Supporting Teacher Efficacy: Implications for School Leaders
Vesely, Jeanette
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
Teacher efficacy has been defined as an important construct in instructional effectiveness. With this knowledge, we must further analyze how efficacy is developed and maintained throughout a teaching career to maximize learning outcomes for students. A literature review revealed little research related to the constructs that are important in the development or maintenance of teacher efficacy. The purpose of this study was to examine the characteristics that contribute to the development and maintenance of teacher efficacy. Thirty-seven elementary teachers completed two surveys. The "Teacher's Sense of Efficacy Scale" (TSES) (Tschannen-Moran & Woolfolk Hoy, 2002) was used to verify efficacy against subscales of: (1) teaching strategies; (2) student engagement, and (3) classroom management. The researcher-developed survey, "Characteristics that Contribute to Teacher Efficacy" (CCTE), focused on three major sections: (1) demographic data of teacher; (2) school leadership; and (3) other characteristics that could potentially contribute to teacher efficacy. Correlational analyses demonstrated a statistically significant relationship between teachers who had tenure with current school administrator and teacher ability to engage students during instruction. Positive correlations were also found between mentoring, students and parents, and integrated instruction with student engagement. There are also correlations between integrated instruction and use of effective instructional strategies and a correlation between family background and teacher's efficacy related to classroom management. Further investigation of teacher efficacy was explored through classroom observations to find evidence of student engagement, classroom management and use of effective instructional strategies. As this study sought to investigate highly efficacious teachers, all classroom observations confirmed evidence of these sub-scales. This investigation exposed the need to further explore the variable characteristics that are most essential for the development and maintenance of teacher efficacy. Future studies should explore in greater depth the interrelations of these constructs. [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: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A