Education Commons^™

Best Practices In Professional Learning Communities That Influence Teacher Self-Efficacy, Silian Molly Hornsby

Electronic Theses and Dissertations

This qualitative case study examined best practices in professional learning communities (PLCs) that influence teacher self-efficacy. Participants were primary and intermediate teachers and teacher leaders from a large suburban elementary school in Texas. Participants had to have at least 1 year of teaching and PLC experience. The semistructured teacher and teacher-leader interviews were recorded and transcribed in real time using Otter.ai software. After members checked the transcription, the transcription was uploaded into the NVivo software for coding and identifying common themes. The findings were separated into themes based on the study’s research questions. Research question 1 explored what teachers and …

A Study Of The Perceptions Of Professional Development Programs For K-12 Teachers In Transition, Kimberly S. Alfred

Electronic Theses and Dissertations

The global pandemic of 2020–2021 forced many K-12 schools across the world to require the ability to teach both in a traditional setting and also in a virtual environment. While many leaders thought the transition from traditional to virtual instruction would be easy, it actually proved to be more difficult than first imagined. The purpose of this qualitative descriptive study was to explore how K-12 traditional teachers in Texas describe their professional development experience after moving from a traditional setting to a virtual environment and then back again, pre- and postpandemic. Three research questions guided this study: (a) How do …

A Descriptive Qualitative Study Exploring Middle-School Teachers’ Perceptions Of Professional Development On Technology Integration, Dayana Núñez

Electronic Theses and Dissertations

Today’s teachers are being encouraged to incorporate technology into their classrooms. Technology integration became a worldwide focus for schools after remote learning was necessary to continue instruction due to the COVID-19 pandemic. Additionally, research shows that technology-infused lessons improve student achievement and increase student engagement. Despite efforts to support teachers throughout the technology integration process, concerns have developed. Preparing highly qualified teachers ready to incorporate technology into their teaching repertoire has developed additional stress factors. In this descriptive qualitative study, the researcher wanted to address the problem of teacher attrition, possibly related to stress factors associated with technology integration. The …

Educator Perceptions Of Self-Efficacy And Preparedness To Work In High Poverty Schools, Kristen Carroll

Electronic Theses and Dissertations

ABSTRACT

The school leader and teacher have the greatest impact on student success. The level of self-efficacy and level of preparedness is of the utmost importance for educators and students alike. This study investigated the perceptions of educators in the belief of whether they were adequately prepared to teach in a high poverty school. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The results of this study are aimed at impacting educator preparedness to better understand how to best support …

Perceived Levels Of Teaching Self-Efficacy Among Advanced Ces Doctoral Students Engaging In External Pedagogical Experiences, Erika Williams

Electronic Theses and Dissertations

This quantitative study examined factors of internal preparation practices (i.e., coursework in college teaching, fieldwork in college teaching, and frequency of supervision) and external pedagogical experiences (i.e., holding a bachelor’s or master’s degree in teaching and adjunct faculty experiences in higher education) and their potential effects on teaching self-efficacy among counselor education and supervision doctoral students. This study identified both significant and non-significant relationships between the stated variables. Contrary to previous research (Suddeath et al., 2020), internal preparation practices did not significantly predict scores of teaching self-efficacy among this population. However, the findings suggest that participants holding a bachelor’s or …

An Evaluation Of Programs And Leadership Practices For Effective Dropout Prevention, Nicole C. West

Electronic Theses and Dissertations

Abstract

This mixed-methods study explored a problem within dropout research which often fails to link characteristics of student subgroups with effective dropout interventions. Considering the characteristics identified in the literature of at-risk learners, the conceptual framework for this study combined the theory of self-efficacy and leadership with emphasis on servant leadership. The purpose of the study was to evaluate dropout intervention and prevention programs in two high schools by examining intervention and leadership practices for students at risk of dropping out of high school. Through causal-comparative and phenomenological approaches, this investigation focused on identifying dropout factors targeted in the intervention …

Traditional And Alternative Certification Programs And Their Effect On Elementary School Teachers’ Efficacy Beliefs In Title I And Non-Title I Schools, Rita Gale Sullivan

Electronic Theses and Dissertations

School districts across the United States face the challenges of teacher shortages and rely heavily on alternative certification programs to fill teaching positions. Over the last decade, researchers question the quality of fast-track teacher preparation programs compared to traditional educational paths. This quantitative, causal-comparative study examined two methods of obtaining teacher certification (traditional and alternative) and their impact on novice teacher self-efficacy levels in Title I and non-Title I schools. Elementary teachers with five years or less of experience, traditionally and alternatively certified, were asked 24 questions using the Likert-type Teachers’ Sense of Efficacy Scale on student engagement, instructional practices, …

Exploring The Impact Of A Professional Identity On Teacher Retention: A Phenomenological Study, Elizabeth A. Cunningham

Electronic Theses and Dissertations

Although there is a great deal of research literature available on the causes for and the impact of teacher attrition and research on professionalism, there is little research to prove what connection, if any, exists between the two. The purpose of this qualitative, phenomenological study was to determine whether the development of a strong professional identity could positively impact teacher retention in a specific school. The research was conducted by first gathering baseline data from teachers who took 2 established surveys, the Job Satisfaction Survey (JSS) and the Professional Self-Identity Questionnaire (PSIQ). Focus group interviews with volunteer teachers followed. Survey …

Present But Not Accounted For: A Phenomenological Study Of Gifted African American Males., Ronda Elizabeth George

Electronic Theses and Dissertations

The purpose of this research study was to explore the lived experiences of gifted African American males in grades 6-8. Specifically, the study examined how gifted African American males perceived and understood their participation in a gifted program and how their sense of self-efficacy shaped their disposition and approach toward academic persistence. Much of the literature published on the social, emotional, and academic success of gifted African American males has focused on college-aged students, therefore the current study is crucial in contributing to the body of knowledge on African American males, in particular, those identified as gifted during early adolescence …

Principal Professional Development And Principal Self-Efficacy In An Urban School District., Brian Thomas Garrett

Electronic Theses and Dissertations

Educator professional development (PD) is a heavily relied upon method for school improvement, and administrator professional development (APD) is a key element to nearly all school reform efforts. District-wide APD in large school districts can carry a heavy cost in financial and human resources. Moreover, PD is frequently too inadequately planned and/or implemented to bring about lasting positive change in educator practice, school reform, and student achievement. The purpose of this study was to determine the relationship between principal PD focused on culture/climate or instruction and principal self-efficacy in an urban school district. Through hierarchical linear multiple regression (HLMR), this …