Exploring the Lived Experiences of Teacher Perceptions on Self-Efficacy When Working with At-Risk Youth

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Autor/in	Siboret, Yaimy
Titel	Exploring the Lived Experiences of Teacher Perceptions on Self-Efficacy When Working with At-Risk Youth
Quelle	(2022), (118 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8704-1
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Teacher Effectiveness; Teacher Persistence; At Risk Students; Student Diversity; Behavior Problems; Teacher Attitudes; Emotional Response; Teacher Student Relationship; Skill Development; Interaction; Parent Teacher Cooperation; Teacher Collaboration; Coping; Stress Variables; Stress Management; Experienced Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktion; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerkooperation; Bewältigung; Stressmanagement; Stressbewältigung
Abstract	In this qualitative descriptive study, the research focused on exploring what characteristics contribute to a teachers' sense of self-efficacy and persistence in the field when working with at-risk youth. In every school there are students from different ethnicities, backgrounds, and cultures. Some of these students are motivated, active learners, and others lack interest and motivation to learn. Among these students is the at-risk youth; often defiant, disrespectful, and with lack of motivation to learn. These students exhibit behaviors that are not consistent with the school's rules or the code of student conduct. Increasing teacher self-efficacy while working with at-risk students in the classroom may improve teacher effectiveness. The examination of teachers' perceptions regarding self-efficacy when working with at-risk students is significant because of the overwhelming facts that teachers' emotions and their relationship with the student are essential. Self-efficacy impacts teacher attitudes; when teachers walk into the classroom confident in their capabilities, knowing that they are ready to face any challenges that may come their way, including at-risk youth behavior, this impacts the way the behavior is managed. A qualitative research methodology was utilized for the research. The research questions were designed to elicit in-depth responses concerning the phenomenon of self-efficacy and persistence with those who teach at-risk youth. The intent was to foster the participants' reflective self-inquiry into their self-efficacy and persistence in the field with this student population. The research questions that guided the study were the following. RQ1: How do teachers describe their sense of self-efficacy when working with at-risk youth? RQ2: How does a teacher's sense of self efficacy connect with their persistence to remain in the field when working with at-risk youth? The clustering sample method was utilized to identify 12 experienced teachers within the Miami-Dade County School District. Teachers were interviewed one by one using the cross-sectional survey approach and the second source of data was via a focus group. The selection of the teachers for the focus group resulted from a random selection of the teachers that signed the informed consent form and participated in the one-on-one interview. The interview questions created for this study consisted of modified questions from the Schwarzer et al. (1999) teacher self-efficacy scale in conjunction with created questions from this researcher. Schwarzer et al. (1999) focused on four major areas of self-efficacy: (a) job accomplishment; (b) skill development on the job; (c) social interaction with students, parents, and colleagues; and (d) coping with job stress. Findings proved that veteran teachers with higher self-efficacy influenced by their lived experiences tended to create an enabling environment for at-risk students to improve their learning. This study's findings also confirmed that teacher's self-efficacy experience ensures the instructions and curriculum can help struggling students. Future research should focus on broadening an evaluation of the issue to also focus on the learners' self-efficacy. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01