Teacher Efficacy and Student Academic Achievement in Mathematics at the Middle and High School Levels

Autor/in	Davis, Kimberly S.
Titel	Teacher Efficacy and Student Academic Achievement in Mathematics at the Middle and High School Levels
Quelle	(2022), (231 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-3643-1
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; Learner Engagement; Teaching Methods; Classroom Techniques; Mathematics Achievement; Middle School Teachers; High School Teachers; Self Efficacy; Standardized Tests; Correlation; Teacher Influence; Middle School Students; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Self-efficacy; Selbstwirksamkeit; Standadised tests; Standardisierter Test; Korrelation; Student; Students; Schüler; Schülerin
Abstract	The purpose of this quantitative correlational study was to analyze if a significant relationship exists between teacher efficacy in student engagement, instructional strategies, classroom management, and student achievement in mathematics at middle and high school levels in Eastern Arkansas. Using Bandura's self-efficacy theory as the theoretical foundation, the researcher used a purposive sample of 44 mathematics teachers to identify the relationship between a teacher's efficacy in relation to student academic achievement on mathematics state exams. The researcher used the Teachers' Sense of Efficacy Scale (TSES) long form survey and ACT Aspire standardized test scores to collect quantitative data. The three research questions for this study focused on if a significant relationship exited between student engagement, instructional strategies, and classroom management and student academic achievement in mathematics. Findings from the Kendall's Tau-b correlation analyses showed that a significant positive relationship exists between teacher efficacy in student engagement, instructional strategies, classroom management, and student achievement. Due to the small sample size, the findings did not yield meaningful results or recommendations. This research was a preliminary exploratory study for future analysis with larger samples. Practical implications from future research may include tactics to empower teachers to increase levels of self-efficacy; offering professional developments boosting self-efficacy in areas of instructional strategies and student engagement; and utilizing educational agencies that utilize research-based teaching methods versus traditional methods. [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