{"id":{"repo_id":"arizona-thes","oai_identifier":"oai:repository.arizona.edu:10150/195080"},"canonical_url":"https://search.dev.ndltd.org/etd/arizona-thes/oai:repository.arizona.edu:10150/195080","repository":{"repo_id":"arizona-thes","name":"University of Arizona","base_url":"https://repository.arizona.edu/oai/request"},"display":{"title":"Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices","abstract":"The connection between teacher practices and efficacy beliefs and the connection between teacher practices and professional development has been explored empirically (Allinder, 1994; Boardman & Woodruff, 2004; Cohen & Hill, 2001). However, there is a need to examine how mentoring and professional development opportunities for novice teachers function in relation to their efficacy beliefs and teaching practices. This study contributes to the novice teacher literature by examining the interrelations among these constructs. Data for this study were collected from 81 first-year teachers across seven school districts. Data were collected during the fall, winter, and spring using a classroom observation rubric, interviews, and a survey measure. Data were analyzed to look for relationships among teachers' perceptions of their mentoring and professional development experiences, actual classroom practices, and their efficacy beliefs. Results indicated considerable differences in mentoring for teachers in K-2, 3-5, and 6-8; they also indicated grade-level trends on the focus of professional development activities. Findings suggest the stability of teacher efficacy beliefs across the school year. For some districts, there appeared to be a relationship between efficacy scores and the frequency with which teachers reported meeting with their mentors. Lastly, findings suggest that mentors and professional development play important roles at the beginning of the school year. Results also suggest a relationship between teaching practices at the beginning of the school year and efficacy beliefs at the end of the school year for some teachers and districts.","abstract_html":"The connection between teacher practices and efficacy beliefs and the connection between teacher practices and professional development has been explored empirically (Allinder, 1994; Boardman & Woodruff, 2004; Cohen & Hill, 2001). However, there is a need to examine how mentoring and professional development opportunities for novice teachers function in relation to their efficacy beliefs and teaching practices. This study contributes to the novice teacher literature by examining the interrelations among these constructs. Data for this study were collected from 81 first-year teachers across seven school districts. Data were collected during the fall, winter, and spring using a classroom observation rubric, interviews, and a survey measure. Data were analyzed to look for relationships among teachers' perceptions of their mentoring and professional development experiences, actual classroom practices, and their efficacy beliefs. Results indicated considerable differences in mentoring for teachers in K-2, 3-5, and 6-8; they also indicated grade-level trends on the focus of professional development activities. Findings suggest the stability of teacher efficacy beliefs across the school year. For some districts, there appeared to be a relationship between efficacy scores and the frequency with which teachers reported meeting with their mentors. Lastly, findings suggest that mentors and professional development play important roles at the beginning of the school year. Results also suggest a relationship between teaching practices at the beginning of the school year and efficacy beliefs at the end of the school year for some teachers and districts.","abstract_has_math":false,"creators":["Bozack, Amanda Rabidue"],"institution":"The University of Arizona.","degree_name":"Ph.D.","degree_level":"doctoral","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["McCaslin, Mary"],"committee_chairs":[],"committee_members":["Good, Thomas L.","Burross, Heidi Legg","Anders, Patricia L."],"year":2008,"date_issued":"2008","date_published":"2008","updated_at":"2026-07-24T00:56:11Z","subjects":["professional development","mentoring","novice teachers","classroom practices","first-year teachers"],"languages":["en"],"rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. 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This study contributes to the novice teacher literature by examining the interrelations among these constructs. Data for this study were collected from 81 first-year teachers across seven school districts. Data were collected during the fall, winter, and spring using a classroom observation rubric, interviews, and a survey measure. Data were analyzed to look for relationships among teachers' perceptions of their mentoring and professional development experiences, actual classroom practices, and their efficacy beliefs. Results indicated considerable differences in mentoring for teachers in K-2, 3-5, and 6-8; they also indicated grade-level trends on the focus of professional development activities. Findings suggest the stability of teacher efficacy beliefs across the school year. For some districts, there appeared to be a relationship between efficacy scores and the frequency with which teachers reported meeting with their mentors. Lastly, findings suggest that mentors and professional development play important roles at the beginning of the school year. Results also suggest a relationship between teaching practices at the beginning of the school year and efficacy beliefs at the end of the school year for some teachers and districts."]},{"key":"dc:title","label":"Title","values":["Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices"]}]}],"canonical_facts":{"dc:contributor.advisor":["McCaslin, Mary"],"dc:contributor.committeemember":["Good, Thomas L.","Burross, Heidi Legg","Anders, Patricia L."],"dc:creator":["Bozack, Amanda Rabidue"],"dc:date.accessioned":["2011-12-06T13:37:48Z"],"dc:date.available":["2011-12-06T13:37:48Z"],"dc:date.issued":["2008"],"dc:description.abstract":["The connection between teacher practices and efficacy beliefs and the connection between teacher practices and professional development has been explored empirically (Allinder, 1994; Boardman & Woodruff, 2004; Cohen & Hill, 2001). 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For some districts, there appeared to be a relationship between efficacy scores and the frequency with which teachers reported meeting with their mentors. Lastly, findings suggest that mentors and professional development play important roles at the beginning of the school year. Results also suggest a relationship between teaching practices at the beginning of the school year and efficacy beliefs at the end of the school year for some teachers and districts."],"dc:identifier.uri":["http://hdl.handle.net/10150/195080"],"dc:language.iso":["en"],"dc:publisher":["The University of Arizona."],"dc:rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. 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