UVM Theses and Dissertations
Format:
Online
Author:
Carroll, Brian F.
Dept./Program:
College of Education and Social Services
Year:
2011
Degree:
EdD
Abstract:
Public schools in the United States are facing unprecedented pressures to account for the achievement ofall students. The mission and purpose ofpublic schools are being heavily scrutinized and the demand for accountability is intense and growing. Given these high demands, the ways in which principals and teachers perceive their own sense of self-efficacy can have important impact on successful outcomes of school change. The literature defines self-efficacy as how one judges his or her own capabilities to reach goals and to persist in the face of obstacles and challenges (Bandura, 1977). Studies have shown that there is a connection between a teacher's or principal's beliefs about their sense of self-efficacy and their persistence to reach their goals for school reform (Anderson, Greene, & Loewen, 1988; McCormick, 2001; Tschannen-Moran, M., & Barr, M. (2004).
The purpose of this qualitative study is two fold: to explore how teachers in three rural communities in the northeastern part of the country perceive their self-efficacy and its relationship to meeting the expectations and mandates placed on public schools to successfully educate all students. Additionally, principals' perceptions of their ability to support teachers and lead their schools to meet these demands were examined. Through the methods of a narrative inquiry, eight teachers and two principals representing various backgrounds and experiences from grades K-12 were interviewed about their perceptions of school reform, their own aspirations, their sense of personal/collective efficacy, and their commitment to the profession related to their success and feelings of achievement in their schools.
Results of data analysis indicate that teachers perceive their efficacy in very unique and personal ways. Teachers' sense of self-efficacy was influenced by their own philosophy of teaching, opportunities for collaboration, instructional challenges they faced, learner outcomes, rural community considerations, and the school's sense of collective efficacy. With respect to principals, a number of themes emerged that influenced their sense of self-efficacy including their perceived sense of autonomy, leadership role style, external pressures for accountability, and the overall sense of the school's collective efficacy.
Overall, this study provides an understanding of ways in which rural school teachers and administrators perceive their sense of self-efficacy in relationship to how they engage in efforts toward school reform. Given that this study was limited to teachers and principals from rural schools, further research that examines the experiences of educators who work in more urban settings would add to the understanding of how urban cultures may influence perceptions of efficacy in bringing about school change. Further research that explores the relationship of teachers' perceptions of self-efficacy with student achievement may also add to the literature base.
The purpose of this qualitative study is two fold: to explore how teachers in three rural communities in the northeastern part of the country perceive their self-efficacy and its relationship to meeting the expectations and mandates placed on public schools to successfully educate all students. Additionally, principals' perceptions of their ability to support teachers and lead their schools to meet these demands were examined. Through the methods of a narrative inquiry, eight teachers and two principals representing various backgrounds and experiences from grades K-12 were interviewed about their perceptions of school reform, their own aspirations, their sense of personal/collective efficacy, and their commitment to the profession related to their success and feelings of achievement in their schools.
Results of data analysis indicate that teachers perceive their efficacy in very unique and personal ways. Teachers' sense of self-efficacy was influenced by their own philosophy of teaching, opportunities for collaboration, instructional challenges they faced, learner outcomes, rural community considerations, and the school's sense of collective efficacy. With respect to principals, a number of themes emerged that influenced their sense of self-efficacy including their perceived sense of autonomy, leadership role style, external pressures for accountability, and the overall sense of the school's collective efficacy.
Overall, this study provides an understanding of ways in which rural school teachers and administrators perceive their sense of self-efficacy in relationship to how they engage in efforts toward school reform. Given that this study was limited to teachers and principals from rural schools, further research that examines the experiences of educators who work in more urban settings would add to the understanding of how urban cultures may influence perceptions of efficacy in bringing about school change. Further research that explores the relationship of teachers' perceptions of self-efficacy with student achievement may also add to the literature base.