This quantitative study examined the relationship between teacher self-efficacy, student behavior, and school climate at a high school in Southern Illinois. The teaching staff, which consisted of 59 teachers, were invited to participate. The researcher utilized a teacher self-efficacy survey, school climate survey, and student behavior survey to collect data on a sample population of teachers. Participants completed the surveys in intervals. The surveys allowed the researcher to collect attitudinal data from participants for dissemination and analysis to develop statistical inferences and generalizations about the sample related to the hypotheses statements and based on the results. The Pearson Product-Moment Correlation (PPMC) test was used to measure the relationship between teacher self-efficacy, school climate, and student behavior. In the case of each of the three hypothesis statements, the researcher failed to reject the null hypotheses and concluded that there was not a significant relationship between teacher self-efficacy, school climate, and student behavior.
The researcher also tested 29 subcategories of data using the Pearson Product Moment Correlation (PPMC). The test revealed a significant relationship in one of the subcategories. An analysis of the subcategory of teacher self-efficacy and school climate for teachers between the ages of 40-49, showed the coefficient of correlation (r = 0.636) to be significant; t(10) = 2.606, p = .0262. Teachers in this subcategory represented 33% of the surveyed population. Of the teachers in this subcategory, 83% had taught more than 16 years. In consideration of these findings, recommendations for future studies include more research in the areas of teacher efficacy, school climate, and student behavior, particularly as it relates to teachers' age, level of education, and years of teaching experience. Such research could provide insight into the professional needs of teachers at various stages of their teaching careers. Additionally, a causal-comparative study to determine whether a school's designation directly or indirectly influences teacher self-efficacy, school climate, and teacher perception of student behavior would yield meaningful data. It would also be advantageous to facilitate this study across the state and in multiple school districts to determine possible geographic and demographic similarities, and differences exist.
|Commitee:||Fore, Cecil, Lewis-Harris, Jacquelyn|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Teacher education|
|Keywords:||School climate, Student behavior, Teacher self-efficacy|
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