Relationship Between Teacher Sense Of Self Efficacy And Student Achievement In English Language Arts And Math In A Rural School District
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| 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.
| Author | : Kenyetta Indaaba Pierre |
| Publisher | : |
| Total Pages | : 179 |
| Release | : 2015 |
| Genre | : Education, Elementary |
| ISBN | : |
It was not known to what extent teacher self-efficacy in classroom management, instructional strategies, and student engagement correlated with student language arts performance in New Jersey multicultural public schools. Bandura's theory was the basis of teacher self-efficacy in this study. The overarching research question was: What is the relationship between teacher self-efficacy scores in classroom management, instructional strategies, and student engagement and student language arts performance in the multicultural population in New Jersey public schools? This study was a quantitative, correlational design. The population of interest was multicultural public school educators. The data analysis was related to each of the research questions and hypotheses using Statistical Package for the Social Sciences (SPSS) to correlate teacher self-efficacy using the Teacher's Sense of Efficacy Scale (TSES) and New Jersey Assessment of Skills and Knowledge (NJ ASK) for student language arts performance. The convenience sample included 41, third through eighth grade teachers and represented approximately 800, third through eighth grade students. The results of the study described no significant positive relationship between teacher self-efficacy and student language arts performance in the multicultural population in New Jersey public schools. The implication of this study included identifying what correlates with student language arts performance. Teachers and administrators have to identify what correlates with student language arts performance in the multicultural schools of New Jersey.
| Author | : Patricia T. Ashton |
| Publisher | : Longman Publishing Group |
| Total Pages | : 248 |
| Release | : 1986 |
| Genre | : Education |
| ISBN | : |
| 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.
| Author | : Tosha Kim Price |
| Publisher | : |
| Total Pages | : 120 |
| Release | : 2017-05-25 |
| Genre | : |
| ISBN | : 9781546953562 |
The purpose of this study was to explore teachers' attitudes about the relationship between self-efficacy and teacher performance pay in Grades 3 through 12 in the United States as well as determine whether input on testing criteria and student achievement would change teachers' attitudes about teacher performance pay and the teaching profession. A 65-question survey instrument entitled, Self-efficacy and Teacher Performance Pay, guided the research. The findings of the research question and sub-questions revealed a mixed relationship between teachers' attitudes about the relationship between self-efficacy and teacher performance pay. While there were many areas of concern for teachers, the research showed that teacher performance pay might not be the solution. The information collected showed that a majority of the participants were not in favor of using teacher performance pay models. However, with modifications in the design, implementation, and criteria for awarding teacher performance pay, the best plan may be created and accepted by more teachers.
| Author | : Veronique Zimmerman-Brown |
| Publisher | : |
| Total Pages | : 132 |
| Release | : 2012 |
| Genre | : Educational leadership |
| ISBN | : |
The purpose of this study was to explore the possible relationship between teacher self-efficacy among secondary math teachers in Alabama and administrative support, teacher/colleague support, and support through resources. The study also examined whether gender or race related to teachers' sense of self-efficacy. Examining self-efficacy for secondary math teachers is an important step in the strategic support of these individuals and improving student achievement in mathematics. Indeed, a closer look at district and school level support factors related to the self-efficacy of teachers is warranted, given continuing concerns over student math performance. A quantitative study of 105 Alabama secondary math teachers was conducted using an online survey instrument composed from the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Organizational Health Inventory for Secondary Schools (Hoy, W. K. & Tarter, C. J., 1997). No significant relationships were found between teachers' sense of efficacy and gender, administrative support, or resource support. Significant relationships were found between teachers' sense of efficacy and race and teacher/colleague support. There should be a focus on offering support for minority secondary math teachers. Collaborative opportunities involving training, planning, datadriven decision making, sharing resources, and sharing experiences should be increased. There is a call for administrators to serve as instructional leaders as well as managers.
| Author | : Emmitt Terrell Butts |
| Publisher | : |
| Total Pages | : 208 |
| Release | : 2016 |
| Genre | : Career development |
| ISBN | : |
This dissertation was designed to provide access to current information for teachers and staff in middle and high schools. The current research on standards implementation and teacher efficacy were outdated, scarce, or inadequate. Electronic databases were available for online searching and information retrieval; however, teachers and district leaders did not know how professional development affected personal teaching efficacy. District leaders also did not know how to use professional development to enrich a teacher’s sense of efficacy in the classroom. -- The writer administered a survey and conducted interviews with current Math 1 teachers in the district as an instructional prep. The survey was administered through an established in-house survey instrument. Data collection used a multistage design. Stage one was to administer the TSES (teacher sense of efficacy) short form. The survey was voluntary and randomly distributed through the district. Stage two consisted of interviews from responding teachers on the Common Core professional development and its effect on teacher efficacy and the EOC/EVASS Math1 test of student achievement. Teacher consent was gathered by sending a formal letter stating that participation in the research was voluntary. The letter indicated that teachers could withdraw at any time and that all information would be confidential and anonymous. Participants for the research interview came from teachers who agreed with the research. Interview sessions were audio recorded and transcribed. -- An analysis of the research data revealed that teachers received varying levels of professional development and were more likely to ignore professional development if (a) such development did not contribute to student achievement and (b) the professional development received increased their anxiety levels when implementing the standards. The data revealed that teachers demonstrated the lowest efficacy when it came to instructional strategies with difficult students from difficult backgrounds. Interview data from teachers communicated that resources, consistency in expectations and assessment, and follow-up professional development are the most pressing needs to increase their sense of teacher efficacy.
| Author | : Nouf Abdullah Alrefaei |
| Publisher | : |
| Total Pages | : 202 |
| Release | : 2015 |
| Genre | : Academic achievement |
| ISBN | : 9781321769869 |
The purpose of this study was to investigate which teachers' characteristics have an impact on teachers' sense of efficacy. In addition, the relationship between mathematics and science fifth grade teachers' sense of efficacy and student achievement was examined. Two characteristics related to teachers were examined: teachers' years of teaching experience and teachers' highest degree. Participants included 62 mathematics and science teachers from three school districts in Northwest Arkansas. When comparing fifth grade mathematics and science teachers' efficacy beliefs based on their highest degree, a significant difference in teachers' efficacy beliefs was found based on their degrees. Teachers with a Bachelor degree have higher total efficacy than teachers who hold Master's degrees. Moreover, an investigation to determine if there is a difference in mathematics and science teachers' efficacy beliefs in the three subscale of teachers' efficacy (for classroom management, for student engagement, and for instructional strategies) revealed a significant difference in teachers' efficacy for two of the three constructs. However, when examining teachers' sense of efficacy based on their teaching experience, no differences in teachers' efficacy were found. A correlation was conducted and the results indicated that there was no significant relationship between fifth grade teachers' sense of efficacy and students' achievement in the benchmark test in mathematics and science. The recommendations from this study should be used to inform other scholars and administrators of the importance of teachers' sense of efficacy in order to improve students' achievement gains.
| Author | : |
| Publisher | : |
| Total Pages | : 760 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : |
| Author | : Chelsea Ottman |
| Publisher | : |
| Total Pages | : 63 |
| Release | : 2017 |
| Genre | : Academic achievement |
| ISBN | : |
The topic of self-efficacy and academic achievement have been studied for many years, since the term perceived self-efficacy was coined by Albert Bandura in 1994. This research focuses on how self-efficacy beliefs affects the academic achievement of students in the upper elementary grades, as well as how their teachers' self-efficacy beliefs affects the academic achievement of their students. A mixed-methods approach was used in the form of a 20 question survey and interviews based on the answers to the survey. Interviews were also conducted with the classroom teachers. The questionnaires were analyzed by placing questions into groups based on the topic of the question, and the overall answers from the students were graphed to show any similarities in those answers that led to a conclusion. The results of the surveys showed that self efficacy had an effect on the student's academic achievement, and that students who were more confident in their abilities did better in school. [from abstract]
