ERIC Number: ED665178
Record Type: Non-Journal
Publication Date: 2024
Pages: 266
Abstractor: As Provided
ISBN: 979-8-3468-7443-0
ISSN: N/A
EISSN: N/A
Available Date: N/A
Indiana School Teachers' Self-Efficacy Perceptions in the Areas of Clear and High Expectations, Collaborative Inquiry, and Feedback
Jacinda Smith
ProQuest LLC, Ph.D. Dissertation, Indiana State University
This study examined Indiana public school educators' perceptions of self-efficacy in three instructional practices: setting clear and high expectations, fostering collaborative inquiry, and providing feedback. Using a quantitative approach, it explored whether these perceptions varied by teaching experience (0-5, 6-15, 16+ years), school location (urban, rural, suburban), grade level (PK-2, Intermediate 3-5, Middle School 6-8, High School 9-12), and socioeconomic status of the student population (0-25%, 26-50%, 51-75%, 76%+). Findings revealed significant differences, with veteran teachers and those in rural schools reporting higher efficacy levels than peers in urban settings or with fewer years of experience. These results suggest the need for targeted professional development to enhance teacher efficacy in fostering clear expectations, collaborative inquiry, and delivering feedback, as well as mentorship programs and strategic support for novice educators. Future research should explore the longitudinal effects of leadership capacity and professional development on teacher efficacy and investigate barriers faced by educators in under-resourced schools. This study contributes to understanding teacher self-efficacy and its critical role in effective instructional practices across diverse contexts. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
Descriptors: Public School Teachers, Teacher Attitudes, Self Efficacy, Teacher Expectations of Students, Inquiry, Cooperation, Feedback (Response), Teaching Experience, Geographic Location, Elementary Secondary Education, Instructional Program Divisions, Socioeconomic Status, Rural Urban Differences
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana
Grant or Contract Numbers: N/A
Author Affiliations: N/A