The Relationship Between Teacher Self-efficacy and the Quantity of Office Discipline Referrals They Write
The Relationship Between Teacher Self-efficacy and the Quantity of Office Discipline Referrals They Write

Author: Brian Patrick Conary

Publisher:

Published: 2019

Total Pages: 137

ISBN-13:

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Teachers’ levels of self-efficacy affect not only how they view themselves, but also how they view their students. Some students receive more discipline referrals than others, leading to higher retention and dropout rates for those students with a significant number of discipline referrals. Discipline referrals are subjective. Therefore, each person’s viewpoint attributes to how student behavior is perceived and reported. In addition to a disproportionate number of referrals received by certain students, some teachers are more prone to write a large number of referrals. Social cognitive theory states that an individual’s self-efficacy influences his or her actions. Individuals with a more positive self-efficacy are much more likely to achieve more favorable results. Those with a less positive self-efficacy are much less likely to achieve the desired outcome. This quantitative correlational study examined the overall self-efficacy and self-efficacy in the areas of classroom management, student engagement, and instructional strategies of 72 high school teachers across three high schools in the southeastern United States and the number of office discipline referrals they write. Each teacher was administered the short form of the Teacher Self-Efficacy Scale (TSES). A Spearman’s Rank Order was used to evaluate the relationship between the composite and subscale scores (classroom management, student engagement, and instructional strategies) on the TSES and each teacher’s number of office discipline referrals. The results indicated a weak negative relationship between teacher self-efficacy and the number of discipline referrals written. However, the relationship was not statistically significant. By understanding the connection between teacher self-efficacy and discipline referrals, administrators and district personnel may be able to improve student retention and dropout rates by identifying and providing additional capacity to teachers with lower self-efficacy.

The Relationship Between Teacher Self-efficacy and Student Discipline Referrals Written by Secondary Teachers from a Rural School District in a Southern State
The Relationship Between Teacher Self-efficacy and Student Discipline Referrals Written by Secondary Teachers from a Rural School District in a Southern State

Author: Edwin Laughter

Publisher:

Published: 2017

Total Pages: 137

ISBN-13:

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The purpose of this quantitative correlational study was to determine the strength of the relationship between teacher self-efficacy and discipline referrals. Participants completed the Teachers' Sense of Efficacy Scale, which was used as an operational definition of teacher self-efficacy. A Spearman's correlation coefficient measured the relationship between the predictor variables: classroom management, student engagement, and instructional strategies, and the criterion variable of discipline referrals. Criterion variable data consisted of collected discipline referral records of participants from the participating school district. Data on predictor variables were measured by participant responses on the Teachers' Sense of Efficacy Scale, which include the three subscales that will serve as the predictor variables for this study, and also measured teacher self-efficacy. The population for this study included secondary teachers (N = 98) in a rural county school district located in a southern state. The conceptual framework was based on Julian Rotter’s human behavior theory of locus of control. By understanding the relationship between teacher self-efficacy and discipline referrals, administrators and school districts may be able to increase teacher retention rates by providing support and training for at-risk teachers. The researcher failed to reject all the null hypothesis tested during this study based on the results of the Spearman's rho analysis.

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.

Teachers' Culturally Responsive Classroom Management Self-efficacy Scores
Teachers' Culturally Responsive Classroom Management Self-efficacy Scores

Author: Maria Reina Santiago-Rosario

Publisher:

Published: 2019

Total Pages:

ISBN-13:

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Nationwide out-of-school suspension and expulsion rates show historically underserved groups of students leading discipline disproportionality reports (i.e., 1.1 million African-American, 660,000 in special education, 600,000 Latino, and 210,000 ELL students; U. S. Department of Education, Office for Civil Rights, 2018). While Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) effects on racial discipline disproportionality have been promising, they have been insufficient (McIntosh, Girvan, Horner, and Smolkowski, 2014; Vincent and Tobin, 2011), and empirical work studying the interrelation between classroom management, culture, behavior, and teacher decision-making is needed for a cohesive and theoretically sound approach to addressing the racial discipline gap (Gregory and Roberts, 2017; Fallon, O'Keeffe, and Sugai, 2012; McIntosh et al., 2015). The purpose of this study was to explore the extent to which teachers' perceived classroom management abilities predict racial discipline disproportionality in office disciplinary referrals (ODRs), and how teachers' behavioral expectations of students mediate racially associated discipline differences. Thirty-three teachers in 28 classrooms completed the Culturally Responsive Classroom Management Self-Efficacy Survey (Siwatu, Putnam, Starker-Glass, and Lewis, 2015), and reported their expectations for all students in their classrooms (N=496) using a modified version of van den Bergh, Denessen, Hornstra, Voeten, and Holland (2010) Teacher Expectation scale. The discipline history of classroom students was measured with ODRs during the 2017-2018 academic year. Using multi-level models, a racial discipline gap was evident for African-American students in comparison to White students. Further, through multi-level models and Ordinary Least Squares (OLS) regression with standardized errors corrected, teachers' CRCMSE strength index score was not shown to be associated with the racial discipline gap. Additionally, some of the difference between the number of ODRs received by African-American and White peers appears to be due to the distinction in teacher expectations for these students. Findings also support that teacher expectations have a stronger influence on the ODRs received by Latino students in comparison to their White peers. A summary of findings, limitations to this work, contributions to the literature, and possible implication for future research are discussed.

The Connections Between Office Disciplinary Referrals, Teachers Effectiveness, and Academic Attainment
The Connections Between Office Disciplinary Referrals, Teachers Effectiveness, and Academic Attainment

Author: M. Rebecca Phillips Walker

Publisher:

Published: 2020

Total Pages: 266

ISBN-13:

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ABSTRACT: This quantitative correlational design study examined the impact of office disciplinary referrals on the academic attainment of 527 high school students. In addition, this study investigated 100 teachers to explore the relationship between their issuance of office disciplinary deferral and level of effectiveness scores. This research attempted to (1) determine whether there was a correlation between the number of office disciplinary referrals students' academic attainment, (2) determine if there was a difference in the office disciplinary referral between students who did and did not graduate, and (3) ascertain whether teacher level of effectiveness scores were correlated to the rate of teacher issuance of referrals. Data from this study indicated that students' academic attainment as measured through state standardized test scores, student grade point averages, and ACT scores significantly decreased as their number of office disciplinary referrals increased. However, students' graduation status was not significantly by office disciplinary referrals received. Likewise, findings indicated that teacher effectiveness had no significant effect on the issuance of office disciplinary referrals. Data from this research provides school leaders with further data from which strategies can be implemented to track students misbehaviors and provide corrective behavioral and academic support measures to help counter some of the negative academic consequences of student office disciplinary referrals.

Handbook of Research on Student Engagement
Handbook of Research on Student Engagement

Author: Amy L. Reschly

Publisher: Springer Nature

Published: 2022-10-19

Total Pages: 672

ISBN-13: 3031078535

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The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.

The Relationship of Teachers' Self-efficacy and Contexts of Teaching
The Relationship of Teachers' Self-efficacy and Contexts of Teaching

Author: William John Burt

Publisher:

Published: 2016

Total Pages: 218

ISBN-13:

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Many policy makers have developed and implemented rules, laws, and regulations that imply a good teacher can be effective independent of educational circumstance, environment, or context. The level of teacher efficacy can be a predictor of outcomes in student and achievement; however, the role of the context of teaching is not well understood with relationship to teacher efficacy. The purpose of this study was to determine if there were significant relationships among contexts of teaching and teacher efficacy. Specifically, this study explored three contextual factors of teaching (colleague support, principal support, and teaching assignment) in relation to teacher efficacy (classroom management, instructional strategies, and student engagement). The efficacy of teachers was assessed through the Teacher Sense of Efficacy Scales (TSES); the context of teachers was measured using an adapted form of the First Year Teacher Survey (FYTS). Data from 178 elementary teachers working in 12 schools representing different socio-economic status were analyzed. The results indicated that the teachers included in this study had a strong sense of teacher efficacy and context of teaching. Findings indicated moderate levels of linear relationships among the three variables for context of teaching and weak levels of linear relationships between the variables of efficacy and context of teaching. Additionally, principal support and classroom management were found to be positively correlated with school setting, specifically Title I schools. As teachers face the challenges of educating in the 21st century, with an emphasis on achievement, effective instruction, and accountability, findings from this study provide insight into the relationship among teachers' beliefs in their ability to teach and the context in which they work. Stakeholders in the educational community should recognize the importance of the contributing factors that impact teachers' self-efficacy.