A Study of Middle School Teacher Self-Efficacy and Student Discipline Rates
A Study of Middle School Teacher Self-Efficacy and Student Discipline Rates

Author: Allison Highberger

Publisher:

Published: 2015

Total Pages: 62

ISBN-13: 9781339596952

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"The purpose of this study was to examine the relationship between teacher self-efficacy and student discipline rates. This study considered the impact of teacher demographics (years of teaching experience, credential type, and highest level of education) on teacher's level of self-efficacy and office discipline referral (ODR)/behavior support call numbers. This study analyzed teacher self-efficacy by domain (classroom management, student engagement, and instructional strategies). A comprehensive literature review was used in conjunction with Albert Bandura's theory of self-efficacy to explore the variables that impact teacher self-efficacy. Middle school teachers in California were surveyed for demographic data, discipline numbers, and self-efficacy ratings to explore the relationships between their self-efficacy and their ODR numbers while considering the impact of their demographic variables. Data analysis indicated there was no correlation between teacher self-efficacy rates and number of disciplinary actions. Data also indicated that teacher demographics showed no correlation with teacher self-efficacy or rate of disciplinary action. Limitations, implications, and future directions were discussed."--Abstract, p. 1.

The Predictive Relationship of Middle School Teachers' Self-efficacy and Attitudes Toward Inclusion and the Reading Achievement of Students with Learning Disabilities
The Predictive Relationship of Middle School Teachers' Self-efficacy and Attitudes Toward Inclusion and the Reading Achievement of Students with Learning Disabilities

Author: Robyn Leontyne Davis

Publisher:

Published: 2015

Total Pages: 159

ISBN-13:

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The purpose of this non-experimental, quantitative research study was to examine if a predictive relationship existed between general educators' perceived self-efficacy, attitudes toward inclusion, and the reading achievement of special needs students in an urban school district in the Midwestern United States. A convenience sample of 65 middle school reading teachers participated in the study. The theory of planned behavior, self-efficacy theory, and social cognitive theory provided a theoretical understanding of how inclusion affects the attitude and behaviors of teachers. Attitudes and beliefs affect behavior by determining what a middle school teacher does and does not do, thereby affecting what the student with a disability receives in the classroom. A simple linear regression was used to test the hypotheses according to scores generated from the Teachers' Sense of Efficacy Scale (TSES) short form and the Scale of Teachers' Attitude Toward Inclusive Classrooms (STATIC). The results of both simple linear regression analyses determined that neither the TSES nor the STATIC were found to be significant predictors of the change in Ohio Academic Achievement (OAA) reading test scores during the 2012-2013 school years. The results of this study added to the knowledge base of the field by examining the predictive relationship between teacher perceptions of their self-efficacy, attitudes, and regarding inclusion and the reading achievement of special education students that have been included in a general education classroom for reading instruction.

The Impact of Teacher Self-Efficacy and Collective Efficacy at the Middle School Level
The Impact of Teacher Self-Efficacy and Collective Efficacy at the Middle School Level

Author: Kristen Quirk Connelly

Publisher:

Published: 2016

Total Pages: 154

ISBN-13:

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The primary goal of this mixed method study is to investigate and analyze how the nature and structure of the widely accepted middle school and teaming models impact individual teacher efficacy as well as collective efficacy. I examined the implications of these models on the levels of efficacy for both teamed and non-teamed teachers. Both social cognitive theory and belonging theory informed the research study. The mixed method study was conducted at seven suburban middle schools in four districts outside of a major city in the northeastern section of the country. Each middle school utilizes the teaming model as the focal point of their philosophy. Research data were gathered from volunteer teachers through the administration of an online 37-item survey and voluntary individual follow-up interviews. In addition, principal interviews served to give background and cultural information at the building level. Themes from survey data informed the interview protocol. A review of historical documents provided additional information. The data were analyzed and themes were extracted in order to provide recommendations for these particular middle schools. Based on the collected data, teachers working at the middle school level can experience varying levels of both individual teacher and collective efficacy based on teaching position and experience. Implications for further research in the area of teacher and collective efficacy at the middle school level are noted.

Improving Middle School Teachers' Self-efficacy
Improving Middle School Teachers' Self-efficacy

Author: Donna Jo Dillard

Publisher:

Published: 2016

Total Pages: 220

ISBN-13:

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DONNA JO DILLARD (Under the Direction of Sheneka Williams) ABSTRACT Societal demands for educating students for college, career, and life readiness requires students' abilities to include problem solving skills, collaboration, and technology skills. The purpose of this qualitative action research case study was to investigate, develop, and implement effective instructional practices to increase teacher self-efficacy for using student-centered technology enhanced learning. This action research study sought to understand barriers and successes that teachers encounter when implementing student-centered learning enhanced with technology and how to increase teacher self-efficacy to transform instruction toward implementing this instructional strategy. Seventy middle school teachers completed pre-surveys, and nine teacher intervention participants completed interventions and interviews developed by an action research team. Eight of the nine intervention participants completed post-study surveys. Findings indicate that teacher self-efficacy change for teaching student-centered learning enhanced with technology was not easy, and divergent views emerged. After one cycle of data analysis and interventions, teacher self-efficacy for this instructional method slightly increased after observing successful lessons, having mastery experiences, and recognizing expectations for educators with leadership support. Deficit thinking emerged in data regarding student ability for student-centered learning with technology as a practice only for accelerated and gifted students. Teachers indicated students with special needs or of average and below average abilities lack the ability to participate in this instructional method. Action research within a school contributes to developing teachers as leaders.

The Self-efficacy of Rural Middle School Teachers Working with Families in Relation to Student Achievement
The Self-efficacy of Rural Middle School Teachers Working with Families in Relation to Student Achievement

Author: Sarah Evans

Publisher:

Published: 2020

Total Pages: 106

ISBN-13:

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Parental involvement in the education process is known to increase student achievement. Many barriers to parental involvement exist including the self-efficacy of teachers' working with families. The purpose of this correlational study is to determine if a relationship exists between the self-efficacy of rural middle school math and English teachers working with families and student achievement in their classroom. Working with Families Self-Efficacy Scales (WFSES) will be used to determine the self-efficacy of teachers working with families. Participants will be middle school teachers from five different middle schools in one rural school district on the Eastern Shore of Maryland. The questionnaire was completed online, and results remained confidential. Student achievement was assessed using Maryland Comprehensive Assessment Program (MCAP) standardized scores. This study used three different Pearson Product Moment correlations to determine if a relationship exists between the self-efficacy of teachers’ working with families and student achievement overall in their classrooms, if a relationship exists between the self-efficacy of rural middle school math teachers working with families and student achievement in their math classrooms, and if a relationship exists between the self-efficacy of rural middle school English teachers working with families and student achievement in their English classrooms. There were three significant findings produced from the study. There was a statistically significant relationship between the self-efficacy of teachers working with families and student achievement overall, between the self-efficacy of math teachers working with families and student achievement, and the self-efficacy of English teachers working with families and student achievement.

Teacher-level Factors that Influence Student Discipline Decisions, Or "you Can't Back a Middle School Kid Into the Corner"
Teacher-level Factors that Influence Student Discipline Decisions, Or

Author: Theresa Ann Costa Johansen

Publisher:

Published: 2016

Total Pages: 0

ISBN-13: 9781339825182

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Student misbehavior in the school setting and exclusionary discipline practices have been linked to a host of negative student and teacher outcomes. While many factors likely contribute to student misbehavior in a school and classroom setting, this research used qualitative and quantitative methods to examine teacher-level factors associated with classroom and schoolwide disciplinary practices, including teacher perceptions of self-efficacy for classroom management, teacher opinions regarding which types of student behaviors warrant disciplinary referrals, teacher beliefs relating to student misbehavior and consequences, and teacher perceptions of administrative support and school climate. Research questions focused on (a) the relationships among teacher-level perceptions and beliefs about self and collective efficacy, student behavior and school climate, and how these perceptions are associated with classroom and schoolwide discipline practices; and (b) how teachers report factors such as school culture, climate, history, and student demographics that potentially influence schoolwide discipline practices and subsequent discipline outcomes for students. Together, the qualitative and quantitative findings for this study provide evidence of a relationship between teacher-level perceptions and beliefs about self-efficacy and collective efficacy and about student behavior and school climate; these perceptions influence classroom and schoolwide discipline practices. The findings yielded insight into how perceptions of school culture and climate may influence schoolwide discipline practices and subsequent discipline outcomes for students. Key words: classroom management, self-efficacy, collective efficacy, expulsion, student discipline, suspension, zero tolerance, willful defiance

Developing Self-efficacy
Developing Self-efficacy

Author: Aleisha Reid

Publisher:

Published: 2019

Total Pages: 99

ISBN-13:

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This qualitative case study explored how middle school English teachers in one North Texas school district perceived professional development grew or hindered their self confidence. Bandura's (1977) theory of self-efficacy provided the framework for this study. Five participants from various middle schools in Southwest Independent School District (a pseudonym) engaged in semi-structured interviews regarding their experiences with professional development and how those experiences impacted them in relation to the four sources of information (i.e., enactive mastery experiences, vicarious experiences, verbal and social persuasion, and physiological states) as defined by Bandura (1977). Findings from this study revealed that while teachers' self efficacy grew in response to professional development, oftentimes they had to supplement their growth by seeking out their own opportunities for collaboration with colleagues or attempting to implement what they learned with their students without the support of professional development facilitators. The participants desired for professional development to take their perceived classroom needs into consideration when planning for the training events and provide more opportunities for observation and feedback. This research contributes to the limited literature regarding middle school English teachers and how professional development can be used to impact their self-efficacy, and therefore, student achievement.

Explaining Perceptions of Principal Leadership Behaviors that Enhance Middle School Teacher Self-efficacy
Explaining Perceptions of Principal Leadership Behaviors that Enhance Middle School Teacher Self-efficacy

Author: Michelle R. Charf

Publisher:

Published: 2009

Total Pages: 136

ISBN-13: 9781109261424

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Teachers are primarily responsible for the educational achievement of all students. Past research has shown that Teacher Self-Efficacy plays a large role in academic success of students. This study investigates various levels of teacher efficacy and the individual perceptions of teacher in regards to principal leadership behaviors, specifically, at the middle school setting. A mixed methodology approach is used to explore both the quantitative data of two efficacy surveys and qualitative interviews with ten individual teacher volunteer candidates. A sample of 277 survey respondents was obtained on the Bandura's Instrument of Teacher Efficacy and Gibson and Dembo's Teacher Self-Efficacy Scale. Data analysis reveals that there is a difference in teacher efficacy based on gender, degree level, years of experience and socioeconomic status of the school building. Qualitative themes that emerged from the ten interview transcriptions regarding the perceptions of specific principal behaviors that enhance their teaching include: (a) Specific Valued Feedback, (b) Meaningful Support and Trust with Parents and Students, and (c) Active Movement about School and in Classrooms. A mixing of data occurs when two specific survey questions are discussed in regards to individual responses on the survey and statements made during the interview that add depth to these efficacy descriptors. The results of this study and implications for future research are also presented in the final discussion section. [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.].

Urban Middle School Teachers' Perceptions of Self-efficacy in Designing, Using, and Interpreting Common Formative Assessments
Urban Middle School Teachers' Perceptions of Self-efficacy in Designing, Using, and Interpreting Common Formative Assessments

Author: Brandy J. Bunnell

Publisher:

Published: 2012

Total Pages: 344

ISBN-13: 9781267281319

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The purpose of this quantitative, exploratory study was to describe urban middle school content-teachers' reports of self-efficacy in designing, using, and interpreting standards-aligned common formative assessments in order to improve student learning. For the purposes of this study self-efficacy is not a general belief, but one related to specific tasks (Bandura, 1997). As such, the demands of specific tasks within a specified domain serve as the basis upon which judgments of capability are made. Data was also collected concerning experiences that teachers perceived as being most helpful in the development of their confidence regarding these practices. This study was conducted in four urban school districts in Connecticut. Middle school teachers of Language Arts, Mathematics, Science, and Social Studies were polled. The Sense of Efficacy: Common Formative Assessments Survey (Bunnell, 2010), a researcher-developed Internet-based survey, was completed by 64 teachers. Data analyses revealed that a simple majority of urban middle school teachers who participated reported moderately high levels of self-efficacy in the tasks associated with designing, using, and interpreting common formative assessments. Participants reported that they gained confidence from activities mainly associated with emotional arousal, vicarious experiences and enactive mastery experiences.