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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
- The relationship between test-taker characteristics and initial teacher certification examination performance.
- Author
- Stevenson, Nathan James
- Abstract/Description
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Basic teacher certification examinations serve as the primary tool for assessing the academic readiness of candidates to enter teacher education programs in many parts of the United States. However, data indicate that teacher examinations disproportionately hinder diverse individuals. Current research has linked Florida's General Knowledge, Florida Teacher Certification Examination (FTCE) with the stagnation of qualified teacher education applicants but has failed to investigate the...
Show moreBasic teacher certification examinations serve as the primary tool for assessing the academic readiness of candidates to enter teacher education programs in many parts of the United States. However, data indicate that teacher examinations disproportionately hinder diverse individuals. Current research has linked Florida's General Knowledge, Florida Teacher Certification Examination (FTCE) with the stagnation of qualified teacher education applicants but has failed to investigate the examination specifically. The purpose of this quantitative correlational study was to examine the relationship between test-taker characteristics and the number of attempts test-takers required to pass the General Knowledge FTCE at a Southeastern U.S. public university. Astin's (1993) input-environment-outcome (I-E-O) model guided the study by suggesting test-taker characteristics may be related to the test-taker outcome of passing the General Knowledge FTCE. I utilized Spearman's rank-order correlation and Pearson's chisquare test to analyze the relationship between academic and demographic characteristics of the sample (N = 623) and the number of General Knowledge FTCE attempts. The study did not find a statistically significant relationship or difference between grade point average (GPA), firsttime-in-college (FTIC) status, transfer status, or gender and the number of General Knowledge FTCE attempts. A small negative monotonic relationship between age and the number of General Knowledge FTCE attempts and a statistically significant difference between race and the number of test attempts were found. I discuss implications pertaining to the need for further research on the relationship between age and teacher certification examination success, alternative teacher certification assessments, and General Knowledge FTCE score reporting.
Show less - Identifier
- 1298717951, WFE0000794
- Format
- Document (PDF)
- Title
- Teacher perspectives on administrator support and its effect on teacher self-efficacy.
- Author
- Bryson, Mallory Janine
- Abstract/Description
-
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)