The purpose of this study will be to assist in closing the gap in knowledge of instructional methodologies that effectively develops self-efficacy in foodservice managers. This study will provide a quantifiable measurement related to the results of self-efficacy development via a pre and post testing procedure applied to two different instructional methods: classroom instruction and coaching via reflective learning. Each of these instructional methodologies has shown success in developing self-efficacy (Aryee & Chu, 2012; Burns & Christiansen, 2011). This study provided a quantifiable measurement of self-efficacy development via a pre and post testing procedure applied to two instructional methods: classroom instruction and coaching via reflective learning. A two-way mixed factorial ANOVA was conducted to compare the effect methodologies of instruction (coaching via reflective learning versus classroom lecture) had on foodservice manager’s self-efficacy development. The findings of the study provided no significant effect of the instructional method used; nor a statistical interaction effect of intervention time pre and post tests and instructional method on foodservice manager self-efficacy between participants who received coaching via reflective learning and those who received classroom lecture instruction. However, this study did enable the researcher to determine statistical support that either instruction method was helpful in increasing self-efficacy. The results of this study could be applied to theoretical and empirical self-efficacy literature as well as practical leadership development.
|Commitee:||Benesh, Julie, Stowers, Michael|
|School:||The Chicago School of Professional Psychology|
|School Location:||United States -- Illinois|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Keywords:||Coaching, Instructional methods, Self-efficacy, Two-way mixed factorial ANOVA|
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