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ERIC Number: ED592052
Record Type: Non-Journal
Publication Date: 2018
Pages: 368
Abstractor: As Provided
ISBN: 978-0-4386-0796-5
7-12th Grade Science Teachers' Concerns, Efficacy Beliefs, and Support of Change Progress for Inquiry-Based Instruction
White, Penny Townsend
ProQuest LLC, Ph.D. Dissertation, Northcentral University
The purpose of this mixed methods case study was threefold: (a) to describe 7th through 12th grade science teachers' efficacy beliefs, perceptions of support, and concerns about using inquiry-based instruction and examine how they are related to one another, (b) to explore how teachers reporting different levels of concerns demonstrate levels of use of inquiry instruction and how the additional constructs of efficacy and perceptions of support might work to further explain teachers' levels of use of inquiry instruction and (c) to identify teachers' perceptions of the needed professional development or other forms of support required to advance their level of use of inquiry instruction in the classroom. A total of 89, 7th through 12th grade science teachers participated from two large public school districts. Results provided a comprehensive picture of the pedagogical change process teachers proceed through as they implement inquiry-based strategies. Multiple significant correlations among stages of concern, self-efficacy, perceptions of support, and levels of use of inquiry in science classrooms were identified with support and efficacy variables playing significant roles as predictors of levels of use. Qualitative data was used to design an innovation configurations map summarizing how inquiry was being implemented and recommendations from teachers in what they needed to advance their use of inquiry in science. The findings support that teachers make changes over time and at different rates according to their concerns and these are related to the amount of support provided by administrators, faculty, and curriculum for doing inquiry along with time to evaluate their practice, materials to do inquiry, and to receive professional development to increase personal efficacy beliefs in order to move to the next level of use. The expansion of CBAM to include measure beyond concerns, specifically self-efficacy and perceptions of support, is recommended to provide a more comprehensive framework of the change process. Longitudinal studies are needed for a more extensive analysis of pedagogical changes as teachers move through stages of concerns and levels of use for inquiry-based strategies over multiple years with more classroom observations to track LoU changes and as support components are put in place along with surveys to track changes in SoC levels, efficacy beliefs, and perceptions of support. [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: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8; Grade 9; High Schools; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A