Dissertation/Thesis Abstract

Dynamics of Teacher Self-Efficacy: Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale
by Schwartz, Kimberly Ann, Ph.D., University of South Florida, 2010, 278; 3432792
Abstract (Summary)

Efficacy is created early in a career and not easily influenced over time yet states and school districts loose tremendous amounts of money annually educating and training teachers who elect to leave the profession as a result of low self-efficacy. The purpose of this study was to examine the perceived levels of self-efficacy of middle school Language Arts and reading teachers at various stages in their teaching careers in an attempt to inform the practices of teacher preparation. The Teacher Sense of Efficacy Scale along with a Teacher Demographic Survey was used to identify how preparation method, content area, and years of experience might relate to self-reported teacher self-efficacy scores. Findings suggest preparation method does play a significant role in self-efficacy of teachers specifically regarding classroom management. Content area of instruction did not reveal a significant difference among participants scores while years of experience did. Participants' self-efficacy increased as the total number of overall years teaching experience increased. Nevertheless, when focusing on the number of years at one location, this finding did not hold true. Teacher self-efficacy scores increased only until the 10 year and beyond mark then decreased. Demographic factors such as participant age, sex, ethnicity, and school location were not identified as predictive variables of a teachers' self-efficacy. Findings suggest school factors at the 6-8 grade levels may impact teacher efficacy scores. Implications and recommendations to schools districts and teacher preparation programs are offered.

Indexing (document details)
Advisor: Morton, Mary Lou
Commitee: Brindley, Roger, Homan, Susan P., Jones, Patricia L., Kromrey, Jeffrey
School: University of South Florida
Department: Childhood Education and Literacy Studies
School Location: United States -- Florida
Source: DAI-A 72/02, Dissertation Abstracts International
Subjects: Language arts, Middle School education, Teacher education
Keywords: Content area teacher efficacy, Curriculum development, Staff development, Teacher attrition, Teacher preparation
Publication Number: 3432792
ISBN: 978-1-124-37806-0
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy