Dissertation/Thesis Abstract

A Comparative Study of Teacher Efficacy Based on Their Years of Service
by Thomas, Aaron Robert, Ed.D., Lindenwood University, 2020, 161; 28027515
Abstract (Summary)

Efficacy is thought to be one of the most influential factors in student achievement however, there appears to be little research on how efficacy and years of service are related. Research which does investigate this area mainly focused on pre-service and teachers who are starting their careers. This mixed-methods study was designed to determine if there was a correlation between years of service and collective and self-efficacy as well as gain insights into teachers’ perceptions of both collective and self-efficacy. Results of the study found self-efficacy followed an arc pattern, starting out low then rising to its peak for teachers in the middle of their careers, then dropping off again as teachers’ neared retirement. Collective efficacy, alternatively, started out low, rose, then dipped, rose again, only to dip again near retirement. Although there was a relationship between collective and self-efficacy for teachers in stage one of their careers, a relationship was not found between collective and self-efficacy for other stages of a teacher’s career. Results from a short-answer survey found barriers to efficacy included being closed minded and an unwillingness to try new teaching methods, where keeping an open mind and a willingness to learn and grow helped overcome those barriers. As districts continue to try to find ways to increase student achievement it would be beneficial for school leadership to determine the efficacy of their staff and find ways to increase both collective and self-efficacy.

Indexing (document details)
Advisor: Elder, Robyne
Commitee: Winslow, Kevin, Steffes, Robert
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 82/1(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational leadership
Keywords: Collective efficacy, Self-efficacy, Student achievement
Publication Number: 28027515
ISBN: 9798662470811
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy