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.
|Commitee:||Winslow, Kevin, Steffes, Robert|
|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|
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