Dissertation

Ecological factors as predictors of teachers' self-efficacy beliefs of instructing

Harris, Sally C

2017

Overview

Highly effective teachers possess the capability of bringing about desired student learning achievement outcomes that emphasize teacher experience and education. However, self-efficacy is a vital teacher characteristic that makes a classroom teacher more effective in creating a positive learning environment. Additionally, an understanding of teachers’ sense of self-efficacy is vital for teacher retention since a teacher who has little belief in his or her ability is less likely to persevere when confronted with education reform programs and challenging classrooms. The malleability of self-efficacy is an issue in which research is needed, linking self-efficacy beliefs to the changing organization climate, student empowerment initiatives, instructional innovations, and professional performance evaluation reforms. The purpose of this study was to investigate various variables that may predict the level of teacher self-efficacy of the participating middle school teachers. A series of multiple linear regressions were conducted to examine the predictive relationship between teachers’ characteristics, levels of self-esteem, empathy, personality characteristics, elements associated with job satisfaction, elements associated with stress, and self-efficacy beliefs. Results of the multiple linear regression indicated that a significant relationship existed between the teachers’ levels of self-esteem, empathy, personality characteristics, and self-efficacy beliefs. Additionally, a significant relationship existed between elements of job satisfaction and self-efficacy beliefs. Teachers’ overall sense of self-worth and self-esteem are important components of their belief in their teaching abilities. Teachers’ empathy can help foster an effective learning atmosphere founded on acceptance and belonging among students, but the connection between teacher empathy and teacher self-efficacy is poorly understood and requires more research. The predictability of teachers’ work conditions and their work environments remain practical priorities in understanding self-efficacy. Finally, the most interesting and unexpected finding of the study was that student- and work-related stress predicted teacher self-efficacy. This finding runs counter to previous findings and suggests that it may be time to reassess the role of stress in self-efficacy and develop multidimensional understandings of stress that include eustress, or stress as a motivating factor, that can help individuals overcome challenges and build self-efficacy through mastery experiences.

• Publisher: ProQuest Dissertations & Theses
• Subject: Education / Teacher education
• ISBN: 1369551274, 9781369551273