Dynamics of Teacher Self-Efficacy: Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale

Autor/in	Schwartz, Kimberly Ann
Titel	Dynamics of Teacher Self-Efficacy: Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale
Quelle	(2010), (279 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-7806-0
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; Self Efficacy; Measures (Individuals); Teaching Experience; Language Arts; Reading Teachers; School Location; Classroom Techniques; Career Change; Middle Schools; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Messdaten; Sprachkultur; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Schulgelände; Klassenführung; Career changes; Berufswechsel; Middle school; Mittelschule; Mittelstufenschule; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	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. [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