A Study of Rigor, Teacher Self-efficacy, and Student Achievement in Three High Schools in a Rural School District in Eastern North Carolina
| Author | : Katrina Hannon Cobb |
| Publisher | : |
| Total Pages | : 294 |
| Release | : 2018 |
| Genre | : Academic achievement |
| ISBN | : |
A Study Of Rigor Teacher Self Efficacy And Student Achievement In Three High Schools In A Rural School District In Eastern North Carolina
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An Analysis of Teacher Efficacy in Middle Schools in Robeson County, North Carolina
| Author | : Danny R. Stedman |
| Publisher | : |
| Total Pages | : 262 |
| Release | : 2008 |
| Genre | : Academic achievement |
| ISBN | : |
The purpose of this study was to analyze Teacher Efficacy of teachers in middle schools in Robeson County, North Carolina. The research focused on Teacher Efficacy and its relationship to student achievement, specifically in Reading and Mathematics, as measured by North Carolina's End-of-Grade ABC testing. This study also reviewed the principal-teacher interpersonal relationship and the impact it has on determining Teacher Efficacy. A sample of 412 middle school teachers with from 3 years to 30 plus years of teaching experience from the Public Schools of Robeson County in North Carolina was selected to participate in the study. The survey questionnaire used to collect data in this study was the Gibson and Dembo Teacher Efficacy Scale (1984) revised by Woolfolk and Hoy (1990). The data for this study were compiled from 279 surveys (67.72%) used to measure Teacher Efficacy, Personal Efficacy and their impact on student achievement. Findings revealed that the sample of middle school teachers, on the average, possessed moderate amounts of Teacher Efficacy and substantially moderate to high amounts of Personal Efficacy as evidenced by their mean, standard error, standard deviation and median scores. The research showed the average Reading Proficiency percentage across the 17 district middle schools was 45.98. A little more than one-half of the 17 schools (52.9% or 9) had Reading Proficiency means at or above 49.296. The average Mathematics Proficiency percentage across the 17 district middle schools was 66.84 with just over one-half of the 17 schools (52.9% or 9) having Mathematics Proficiency means at or above 64.407. Teacher Efficacy by school ranged from a low of 3.00 to a high of 4.54 (mean, 3.724) among the sample of teachers from 17 middle schools compared with a low of 4.5417 and a high of 5.23 on Personal Teacher Efficacy (mean, 4.80). The research clearly reveals that teachers possess generally higher levels of Personal Efficacy than Teacher Efficacy.
Investigating Resilience, Self-efficacy, and Attribution Theory in Relation to Teacher Retention
| Author | : Tiffany Alexander Hamilton |
| Publisher | : |
| Total Pages | : 332 |
| Release | : 2012 |
| Genre | : First year teachers |
| ISBN | : |
The purpose of this qualitative case study was to investigate the resilience and self-efficacy of North Carolina Teaching Fellows graduates and their decision to remain in one particular North Carolina public school district as it intersected with attribution theory. The researcher examined these factors as they pertained to three elementary, two middle, and three high school Teaching Fellows who currently teach in the same school district by means of the following research questions: (a) which factors influence Teaching Fellows' decisions to remain in North Carolina public schools once their contractual obligations are fulfilled; (b) what role does the attribution theory play in the self-efficacy of Teaching Fellows who chose to remain in teaching a minimum of 10 years; (c) what relationship, if any, exists between the concepts of teacher resilience, teacher retention, and teacher efficacy as the constructs relate to the Teaching Fellows' decisions to remain. -- The analysis of each individual case followed by a cross-case analysis that related themes common to all of the cases revealed that the factors that influenced these Teaching Fellows' decisions to remain in teaching were based on external motivators, internal motivators, and resilience. The attribution theory played a significant role in the self-efficacy of each study participant as it related to longevity in the field of education. Finally, the concepts of teacher resilience, teacher retention, and teacher efficacy were found to be interconnected within each case and across cases as the constructs related to the Teaching Fellows' decisions to remain.
A Correlational Study of the Relationship Between Teacher Self-efficacy and Student Achievement in the Mississippi Delta
| Author | : Valmadge TeErino Towner |
| Publisher | : |
| Total Pages | : 258 |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
Throughout the nation, school districts are beset with the challenge of meeting final goals established by the No Child Left Behind Act (2001) and its mandates for student achievement. No Child Left Behind (2001) requires by 2013 that all students be proficient or advanced in certain academic content areas as measured by various state assessments those students will take. In effect, the era of high stakes testing in all states has led educators to seek ways to predict and determine results of student achievement among students. However, little research has been conducted on the influence of one construct of teaching efficacy, teacher self-efficacy and precisely its relationship with respect to the performance and achievement of students on state-mandated standardized achievement tests. Given that external factors mediate and affect individual student performance (Ross, 1994; Tucker, 2005), the relationship between teacher self-efficacy and student outcomes and subsequent implications for enhancing school effectiveness are examined in this study. Hence, schools and school districts must seek out all possible means to help increase student achievement. With that said, the study determines the nature and degree of the correlation between teacher self-efficacy and mean student achievement in six school districts in the Mississippi Delta. The independent variable for the study is teacher self-efficacy which is determined by the Ohio state teacher efficacy scale (OSTES). The dependent variable for the study is student achievement data which is based upon data from spring 2008 and spring 2009 Mississippi curriculum test 2 scores. Individual levels of the teacher self-efficacy are correlated with aggregated mean scores of student achievement on two content areas for grades 3 through 8 on the MCT2. Such demand to increase student achievement has highlighted the importance of understanding the role of teacher efficacy.
The Impact of Instructional Rounds Professional Development on Teacher Self-efficacy
| Author | : Melessa B. Widener |
| Publisher | : |
| Total Pages | : 266 |
| Release | : 2014 |
| Genre | : Observation (Educational method) |
| ISBN | : |
The purpose of this study was to determine the impact of instructional rounds professional development on teacher self-efficacy. The scope of this study was a qualitative case study including interviews with teachers who had participated in instructional rounds professional development in a rural district in the foothills of North Carolina. The methodology included interviews with two teacher leaders from all elementary schools implementing Responsiveness to Instruction (RtI) and teachers at the Early College who participated in instructional rounds professional learning through the New Schools Project. The findings include teachers' quotes from the transcriptions of the interviews as supporting the research found in the literature on high-quality professional development, teacher self-efficacy, and instructional rounds. The conclusion reached was that teacher self-efficacy was positively impacted through participation in instructional rounds professional development. Limitations of this study included the researcher acted as the interviewer; the researcher was personally involved in the professional learning, and the interview participants' inabilities to articulate component by component regarding instructional rounds as opposed to discussing the instructional rounds professional development as an entire process. This study contributes information which could be useful for district and school administrators when planning for high-quality professional learning for continuous school improvement.
The Impact of the Gradual Release of Responsibility Professional Development on Teacher Self-efficacy
| Author | : Elizabeth Head Danley |
| Publisher | : |
| Total Pages | : 356 |
| Release | : 2018 |
| Genre | : Self-efficacy |
| ISBN | : |
Relationship Between Teacher Sense of Self-efficacy and Student Achievement in English Language Arts and Math in a Rural School District
| Author | : M. Brock Puckett |
| Publisher | : |
| Total Pages | : 244 |
| Release | : 2017 |
| Genre | : Academic achievement |
| ISBN | : |
Surveyed teachers in a north Mississippi rural school district, and gathered their students' collective test data on the 2016-2017 Mississippi Assessment Program (MAP) state test in language arts and math, to determine the relationship of teacher self-efficacy in student engagement, instructional strategies, and classroom management on student academic achievement; the relationship of years of the teacher's teaching experience on student academic achievement; and if any of these variables, by themselves or in combination, can best predict student achievement on the MAP state tests.
The Relationship Between Teacher Self-efficacy and Student Discipline Referrals Written by Secondary Teachers from a Rural School District in a Southern State
| Author | : Edwin Laughter |
| Publisher | : |
| Total Pages | : 137 |
| Release | : 2017 |
| Genre | : Education, Secondary |
| ISBN | : |
The purpose of this quantitative correlational study was to determine the strength of the relationship between teacher self-efficacy and discipline referrals. Participants completed the Teachers' Sense of Efficacy Scale, which was used as an operational definition of teacher self-efficacy. A Spearman's correlation coefficient measured the relationship between the predictor variables: classroom management, student engagement, and instructional strategies, and the criterion variable of discipline referrals. Criterion variable data consisted of collected discipline referral records of participants from the participating school district. Data on predictor variables were measured by participant responses on the Teachers' Sense of Efficacy Scale, which include the three subscales that will serve as the predictor variables for this study, and also measured teacher self-efficacy. The population for this study included secondary teachers (N = 98) in a rural county school district located in a southern state. The conceptual framework was based on Julian Rotter’s human behavior theory of locus of control. By understanding the relationship between teacher self-efficacy and discipline referrals, administrators and school districts may be able to increase teacher retention rates by providing support and training for at-risk teachers. The researcher failed to reject all the null hypothesis tested during this study based on the results of the Spearman's rho analysis.
The Impact of Homework on Students at a Rural High School in the Foothills of North Carolina
| Author | : Thomas Dean Perry |
| Publisher | : |
| Total Pages | : 434 |
| Release | : 2018 |
| Genre | : High school students |
| ISBN | : |
Teacher Self-efficacy, Instructional Practices, and Student Achievement in Mathematics
| Author | : Kristi Lynn Day |
| Publisher | : |
| Total Pages | : 364 |
| Release | : 2016 |
| Genre | : Mathematics |
| ISBN | : |
This mixed-methods research examined teacher self-efficacy in mathematics and the use of specific mathematical instructional practices in Grades 3-5 classrooms. The purpose was to examine the relationships among teacher self-efficacy of teaching mathematics, the use of specific mathematical instructional practices, and student achievement as measured by the North Carolina end-of-grade test. According to the National Mathematics Advisory Panel (2008), differences in students’ mathematical achievement are credited to differences in teacher characteristics including their self-efficacy in teaching and use of specific instructional practices. The study sought to add to the research behind that finding. -- Correlational relationships among the variables were studied. The outcome variable was student achievement as measured by the end-of-grade mathematics test. The two outcomes variables were teacher self-efficacy of teaching mathematics as measured by the Self-Efficacy for Teaching Mathematics Instrument and the use of mathematical instructional practices as measured by the Teachers’ Instructional Practices Survey. Descriptive analysis, Pearson correlations, and multiple regression analysis were used to analyze the quantitative data. Qualitative data were gathered through teacher interviews. The notes from these interviews were reviewed for themes and then compared to the quantitative data. -- This study yielded strong to moderate correlations between teacher self-efficacy and the six measured mathematical instructional practices. Upon further analysis, the study found strong correlations between teacher self-efficacy for pedagogy in mathematics and each of the following mathematical instructional practices: cooperative learning; communication and study skills; problem-based learning; and manipulatives, models, and multiple representations. However, correlations between the frequency of the measured mathematical instructional practices and study achievement were not established. Weak correlations were found between student achievement and teacher self-efficacy in mathematics. Additionally, the study found that teacher self-efficacy was statistically significant to the prediction of student achievement as defined by student scale scores on the end-of-grade mathematics assessment.
