Leaders in today’s public schools must offer professional development to provide support to teachers without overwhelming them or adding more to their plates (Preciado, 2015). With ever-expanding responsibilities and accountability for teachers in the classroom, providing much-needed support is a top priority (Preciado, 2015). Teacher attrition is costly to school districts, and it is largely due to lack of support for teachers (Neason, 2014). Edwards (2015) reported teachers who grow in efficacy stay a longer length of time in one district, increase their implementation of new teaching strategies, and have more positive attitudes toward professional growth. The focus of this study was to determine the relationship between teacher efficacy and their use of Cognitive CoachingSM tools such as wait time, pausing, paraphrasing, and asking mediative questions in the classroom. A survey to measure teacher efficacy in the areas of student engagement, instructional strategies, and classroom management was shared with two certified trainers for Cognitive CoachingSM. Those trainers, in turn, emailed a link to the survey to teachers in southwest Missouri who had completed the eight-day Foundations Seminar. Data were collected and analyzed through Qualtrics. There was a positive relationship between the level of Cognitive Coaching SM tools implemented and teacher efficacy. This information is of significance to school leaders when making decisions regarding where to invest professional development money for teachers.
|Commitee:||DeVore, Sherry, Rossetti, Anthony|
|School Location:||United States -- Missouri|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Teacher education|
|Keywords:||Professional development, Teacher attrition, Teacher efficacy|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be