A Study of K-12 Teachers' Perceptions of Teacher Self-Efficacy in Relation to Instruction of 21st Century Skills

Autor/in	Davis, Julia Geisel
Titel	A Study of K-12 Teachers' Perceptions of Teacher Self-Efficacy in Relation to Instruction of 21st Century Skills
Quelle	(2018), (203 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Neumann University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-7382-5
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Teacher Effectiveness; Teacher Attitudes; Elementary School Teachers; Middle School Teachers; High Schools; Secondary School Teachers; Skill Development; Critical Thinking; Thinking Skills; Cooperation; Creativity; Innovation; Self Management; Technological Literacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; Oberschule; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken; Denkfähigkeit; Co-operation; Kooperation; Kreativität; Selbstmanagement; Technisches Wissen
Abstract	This quantitative non-experimental study examined the relationship between teacher self-efficacy and instruction of 21st century skills based on teachers' perceptions. Additionally, this study sought to investigate the differences between elementary, middle and high school teachers' perceptions of teacher self-efficacy and instruction of 21st century skills. Quantitative data was collected through a web-based survey via Survey Monkeyâ. This survey collected demographic data and used the Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001) and the 21st Century Teaching and Learning Survey (Hixson et al., 2012) to measure teachers' perceptions of teacher self-efficacy and instruction of 21st century skills. Data collected from the survey was analyzed. This study used a survey design with a correlational analysis to answer the first research question and a comparative analysis of data was used for the second and third research question. The findings of this study revealed that there is a significant relationship between teacher self-efficacy scores and instruction of Critical Thinking skills scores, Collaboration skills scores, Creativity and Innovation skills scores, Local Connection skills scores and Self-Direction skills scores in classroom practice. Therefore, it was concluded that the higher a teacher's self-efficacy, the more effective the teacher was in instructing these 21st century skills based on teacher perceptions. Similiarly, in regarsd to teacher reflections of these skills as opposed to classroom application of these skills, there was also a relationship between teacher self-efficacy scores and teachers' reflections of their instruction of Critical Thinking skills scores, Collaboration skills scores, Communication skills scores, Creativity and Innovation skills scores, Self-Direction skills scores, and Technology as a Tool skills scores. Thus, the higher a teacher's self-efficacy, the higher the level of teacher reflections related to these 21st century skills. Lastly, the data indicated that there were significant differences between the elementary and middle school teachers and elementary and secondary teachers' perceptions of Technology as a Tool skills. However, there was no statistically significant difference between middle and secondary teachers' perceptions of Technology as a Tool skills in Classroom Practice. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01