Current Search: University of West Florida (x) » Self-efficacy (x)
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- Title
- Exploring elementary teachers' efficacy experiences with using a reading workshop instructional method.
- Author
- Rio, Hayley Harrison
- Abstract/Description
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Many teachers encounter low efficacy resulting in difficulty providing effective instruction, low levels of job satisfaction, and a greater chance of depression (Bandura, 1993; Cansoy & Parlar, 2018; Chung & Chen, 2018). The purpose of this qualitative interpretive phenomenological study was to explore the efficacy experiences of elementary reading teachers who use a reading workshop instructional method at selected schools in the Southeast of the United States. Five elementary reading...
Show moreMany teachers encounter low efficacy resulting in difficulty providing effective instruction, low levels of job satisfaction, and a greater chance of depression (Bandura, 1993; Cansoy & Parlar, 2018; Chung & Chen, 2018). The purpose of this qualitative interpretive phenomenological study was to explore the efficacy experiences of elementary reading teachers who use a reading workshop instructional method at selected schools in the Southeast of the United States. Five elementary reading teachers from three different schools shared their experiences through semistructured one-on-one interviews and a focus group session. The interview questions targeted the constructs of Bandura's (1993, 1997) self-efficacy theory, which was developed to explain human behavior. The interview questions explored mastery experiences, vicarious experiences, verbal persuasion experiences, and elementary reading teachers' physiological and affective states while using a reading workshop instructional method. Themes of professional growth, student growth and motivation, mentors, collaboration, feedback, and enjoyment and fulfillment emerged. The study concludes that (a) teachers are willing to work hard and persevere with challenging instructional methods if they perceive them to be beneficial, (b) efficacy for teaching reading through a reading workshop instructional approach grows over time, (c) teachers push themselves to continue to learn when their administrators respect them as professionals, (d) teachers can gain vicarious experiences through conversation, and (e) teachers' attitudes and feelings may transfer to their students. Future research could explore teachers' efficacy experiences in other content areas such as math and science in secondary schools, and investigate the intersection of instructional methods and teacher efficacy.
Show less - Date Issued
- 2021
- Identifier
- 1298723737, WFE0000796
- Format
- Document (PDF)
- Title
- Monograde and multigrade special education teachers' sense of self-efficacy beliefs.
- Author
- Tutt, Felix Antonio
- Abstract/Description
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Challenges of teaching special needs students result in high special education teacher turnover (Dev & Haynes, 2015; Linehan, 2013). Bandura's (1977, 1994) self-efficacy theory explains how people remain resilient despite challenges. Resilience is contingent on mastery experience, vicarious experience, social persuasion, and emotional and psychological states (Bandura, 1994; Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998). This quantitative study examined a convenience sample of 45 special...
Show moreChallenges of teaching special needs students result in high special education teacher turnover (Dev & Haynes, 2015; Linehan, 2013). Bandura's (1977, 1994) self-efficacy theory explains how people remain resilient despite challenges. Resilience is contingent on mastery experience, vicarious experience, social persuasion, and emotional and psychological states (Bandura, 1994; Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998). This quantitative study examined a convenience sample of 45 special education monograde and multigrade teachers to determine if classroom type influenced self-efficacy levels in student engagement, instructional practice, and classroom management. Data collected from the Teacher's Sense of Self-Efficacy Scale (TSES) were analyzed. An unpaired, independent t-test assessed any mean differences between variables. The researcher found that multigrade teachers exhibited lower levels of self- efficacy than monograde teachers when assessing how much they can do to get through to and engage the most difficult students. Related to theoretical constructs, lower self-efficacy among multigrade special education teachers may be attributed to lack of individual success engaging these students or opportunities to be observed or be motivated by other successful teachers. The study also highlights that while classroom type may have some influence on teacher self-efficacy levels in student engagement, additional research is needed to identify what other aspects of the learning environment influence special education teacher self-efficacy. Improving special education teachers' self-efficacy may increase teacher resilience in the profession midst of challenges.
Show less - Identifier
- 1130060784, WFE0000677
- Format
- Document (PDF)
- Title
- Teacher perspectives on administrator support and its effect on teacher self-efficacy.
- Author
- Bryson, Mallory Janine
- Abstract/Description
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Many factors can influence a teacher's self-efficacy beliefs, including the support of his or her administrators--the principal and assistant principal. This interpretive phenomenological study sought to describe the influence that administrator support had on teacher self-efficacy. The conceptual framework of this study was Bandura's (1986) social cognitive theory with a specific focus on the construct of self-efficacy (Bandura, 1977a). The research questions addressed the impact of a...
Show moreMany factors can influence a teacher's self-efficacy beliefs, including the support of his or her administrators--the principal and assistant principal. This interpretive phenomenological study sought to describe the influence that administrator support had on teacher self-efficacy. The conceptual framework of this study was Bandura's (1986) social cognitive theory with a specific focus on the construct of self-efficacy (Bandura, 1977a). The research questions addressed the impact of a supportive administrator and sought to describe specific examples of administrator practices that influenced individual teacher self-efficacy. Data were collected through in-depth interviews with teachers in a school district in the southeastern United States. Participants were selected for interviews based on their experiences in education with multiple administrators. All interviews were taped, transcribed, and analyzed using coding and thematic analysis. The study provided detailed descriptions of how administrative support influenced teacher self-efficacy and examples of supportive administrative practices. Six supportive administrator practices were identified: communication, monitoring and evaluating instruction, providing contingent rewards and recognition, situational awareness, consideration, and consistency. Supportive administrator practice influenced teacher self-efficacy through five themes: increasing confidence, motivation, feeling valued, reinforcement, and leaving or staying in a school or the profession. This study could contribute to positive change in administrator/teacher relationships and help administrators increase teacher self-efficacy, thereby leading to increased quality of instruction, focus on academics, positive learning environments, and student achievement.
Show less - Identifier
- 1128883253, WFE0000649
- Format
- Document (PDF)