Dissertation/Thesis Abstract

Professional engagement, critical thinking, and self-efficacy beliefs among early career K-12 school teachers
by Weishuk, Heidi, Ph.D., Capella University, 2017, 217; 10261102
Abstract (Summary)

An online study was conducted to ascertain the potential of two independent variables, teaching self-efficacy and critical thinking skill (via a self-efficacy survey and a critical thinking appraisal) to predict four aspects of professional engagement (via a teaching career aspirations survey) among 95 self-selected early-career K-12 teachers. A regression model was attempted across the four aspects of professional engagement surveyed: planned persistence (PP), professional development (PD), professional leadership (PL), and planned effort (PE). However the data violated regression assumptions, necessitating non-parametric analysis. Analyses using Kendall’s tau showed a significant correlation between teaching self-efficacy and all four dependent variables (τPD = .34, p < .01; τPL = .29, p < .01; τPP = -.09, p < .01; τ PE = .41, p < .01). Critical thinking did not show a significant relationship with professional engagement. Two post hoc studies investigated these results. Non-parametric analysis showed a significant relationship between critical thinking scores and the critical thinking appraisal completion time (τ = .15. p < .05). T tests showed no significant differences between a sample (n = 27) of the main group (N = 95) and a retained group of participants who completed the surveys but did not complete the critical thinking appraisal (survey only group, n = 27). The significant relationship between teaching self-efficacy and career engagement in this study warrants further attention.

Indexing (document details)
Advisor: Adler, Debora
Commitee: Narveson, Ray, Olsen, Brigit
School: Capella University
Department: Harold Abel School of Social and Behavioral Sciences
School Location: United States -- Minnesota
Source: DAI-A 78/08(E), Dissertation Abstracts International
Subjects: Educational psychology, Teacher education
Keywords: Critical thinking, Professional engagement, Self-efficacy, Teachers
Publication Number: 10261102
ISBN: 978-1-369-66193-4
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