Addressing South Carolina's Secondary Level Teacher Attrition Problem: Examining Teachers' Self Efficacy, Attitudes, and Assertions

Autor/in	Guy, Trisha Hargett
Titel	Addressing South Carolina's Secondary Level Teacher Attrition Problem: Examining Teachers' Self Efficacy, Attitudes, and Assertions
Quelle	(2010), (85 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Carolina
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-5219-9
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Teachers; Faculty Mobility; Self Efficacy; Teacher Attitudes; Teacher Effectiveness; Learner Engagement; Educational Strategies; Classroom Techniques; Teacher Persistence; Sex; Ethnicity; Contracts; Teaching Experience; Rural Schools; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstrategie; Klassenführung; Geschlecht; Geschlechtsverkehr; Ethnizität; Vertrag; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	The present study contributes to the limited body of research pertaining to secondary teacher efficacy and its relationship to career persistence, gender, ethnicity, contract status, and years of teaching. In addition, this study examines the concepts of student engagement, instructional strategies, and classroom management as subscales used to define teacher efficacy. By seeking to better understand secondary teacher efficacy this research serves to facilitate proactive school reform in the area of teacher efficacy which is often related to premature teacher attrition. Approximately 120 secondary level teachers from a large rural South Carolina high school completed the Teacher Efficacy Long Form (TSES) during the fall of 2009. After data collection the researcher analyzed participant efficacy perceptions with respect to independent variables of gender, ethnicity, years of teaching experience and contract status through a causal comparative research design. Findings indicate a main effect for the variable of gender on the Student Engagement subscale. No other factors yielded main effects. Additionally, findings reveal an interaction effect between the years of experience and contract status independent variables on the Student Engagement subscale. A discussion of results include recommendations for improving teacher attrition through targeted interventions aimed at improving male teacher efficacy as it relates to student engagement. Other targeted suggestions focus on improving less experienced teachers' efficacy in terms of student engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10