A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy

Autor/in	Tupou, Samuel F.
Titel	A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy
Quelle	(2013), (111 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Oregon
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-8513-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Participation; Correlation; Teacher Collaboration; Faculty Development; Self Efficacy; Teacher Effectiveness; Locus of Control; Social Cognition; Questionnaires; Online Surveys; Teacher Surveys; Elementary School Teachers; Special Education Teachers; Disadvantaged Schools; Educationally Disadvantaged; Response to Intervention; Progress Monitoring; Statistical Analysis; Language Arts; Mathematics Instruction; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Korrelation; Lehrerkooperation; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Soziale Kognition; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Statistische Analyse; Sprachkultur; Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to approximately 500 K-5 classroom teachers, special education teachers, and Title I specialists in 18 elementary schools and two K-8 schools in a suburban school district where the practitioners participated in staff development on the language arts and math adoption using the district-developed response-to-intervention model, Instructional Intervention and Progress Monitoring. Descriptive statistics, correlations, cross-tabulation and chi-square analyses were used to investigate the relationship between the level of teachers' participation in the professional development and their sense of efficacy. [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	2020/1/01