Defense Date

2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Education

First Advisor

Dr. Jonathan Becker

Second Advisor

Dr. Kimberly Bridges

Third Advisor

Dr. Christine Bae

Fourth Advisor

Dr. Kate Cassada

Abstract

It is important for teachers to have a high sense of self-efficacy, as it is one of the prime motivational forces influencing student learning, teacher quality, and in turn, overall success (Curry, 2015; Hattie, 2009; Klassen & Chiu, 2010). Teachers with high self-efficacy work harder, are more involved in learning, and have higher assurance (Bandura, 1994). For these reasons, it is imperative to study the influencers of teacher self-efficacy. Peer observations and observational feedback, a highly used practice in all schools, is one of those influencers. This cycle of observations and feedback provided to teachers is influential to teacher self-efficacy (Akkuzu, 2014; Tschannen-Moran & Woolfolk-Hoy, 2007). Therefore, a secondary data analysis utilizing the TALIS teacher survey was conducted to further examine the relationships between the dependent variable of teacher self-efficacy in the domains of classroom management, instruction, student engagement, and overall, and the independent variables of a teacher’s role in peer observations, teacher age, teacher gender, and teacher years of experience.

Findings indicated that female teachers had higher self-efficacy in all domains. Self-efficacy levels in all domains increased with age and years of teaching experience, but notably decreased for those with the most experience. Overall, self-efficacy levels were at its height when a teacher was between the age of 40 through 49 or older than 60. Teachers also had the highest self-efficacy levels in all domains when a teacher had between 21 and 25 years of experience. Furthermore, teachers who were observers in peer observations had higher levels of self-efficacy than teachers who did not observe any peers. Contrastingly, teachers who were observed through peer observations had lower levels of self-efficacy than teachers who were not observed.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

8-4-2021

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