Published Academic Rankings and High School Teacher Efficacy: A Basic Qualitative Study

Autor/in	Morgan, Kimberly J.
Titel	Published Academic Rankings and High School Teacher Efficacy: A Basic Qualitative Study
Quelle	(2022), (144 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2243-6
Schlagwörter	Hochschulschrift; Dissertation; High School Teachers; Educational Indicators; High Schools; Institutional Characteristics; Reputation; Achievement Rating; Self Efficacy; Self Evaluation (Individuals); Teacher Attitudes; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Educational indicato; Bildungsindikator; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The topic of the research study is published academic rankings and teacher efficacy. A need for the study was based upon a gap within the literature that showed little is known about the influence of published academic achievement rankings on teacher efficacy. The purpose of this basic qualitative study was to investigate teachers' perceptions in high schools with high academic performance rankings in order to determine if rankings influence teachers' teacher efficacy. The literature review revealed several influences on teacher efficacy as well as the impact that teacher efficacy has on the school culture. The unknown from the literature is if the academic achievement rankings were internalized by high school teacher. The study answered the following research question: how do classroom teachers describe their teacher efficacy when employed at high-ranking high schools? This study utilized a basic qualitative methodology since the study relied on the examination of individual's perceptions by conducting a guided interview in order to collect data. The study addressed the perceived experiences of eight math and English high school teachers at schools with high academic achievement. English teachers comprised the majority of the participants with seven teachers participating. The final participant was a math teacher. There were two male participants and six female participants. Interviews of participants were conducted through Zoom. Data was analyzed to determine thematic connections that existed within the data. Each interview was transcribed and open coded to determine themes that existed throughout the interviews. The analysis yielded the following theme categories: Perceptions of Low-Achieving Schools, External Influences on Success, School Culture of Rigor and Success, Autonomy in the Classroom, and High-Teacher Efficacy. The findings showed that high school teachers employed at high achieving schools describe their teacher efficacy as high. [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	2024/1/01