Date of Award

2021

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Joshua Tipton

Second Advisor

Cherie Gaines

Third Advisor

Julia Kirk

Abstract

Teacher efficacy has been studied by researchers since 1976. As researchers discovered the breadth of impact of teacher efficacy, the study of the topic increased, and researchers identified positive effects of teacher self-efficacy. Considering these influences on the educational system, researchers sought to study all aspects of efficacy development to replicate positive experiences for teacher efficacy in a large number of schools. A gap in the literature existed regarding efficacy development across unique school settings. Through this qualitative, basic interpretive study, I sought to fill the gap in the literature around teacher efficacy development by adding to the base of knowledge regarding the sources of teachers’ perception of efficacy development in both public and private schools to determine how to best develop efficacy in all teachers across any school setting. I conducted a survey to categorize and identify participants and conducted individual interviews in three school settings: one public, one private nonsectarian, and one private religious-affiliated school to identify teachers’ perceptions of efficacy development across unique school settings. A total of 22 teachers completed the survey, and I interviewed a total of 14 teachers. Teachers in all three school settings reported perceived efficacy development practices in effect. The public school teachers reported the perceived efficacy development practices in their school were administration-driven, while the private school teachers (both private nonsectarian school and private religious-affiliated school) reported the perceived efficacy development practices in their school were teacher or team-driven.

Keywords

Qualitative research, Teacher efficacy

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