{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/40274"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/40274","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Community college developmental reading teachers’ feelings of teacher self-efficacy and related variables","abstract":"This study described community college developmental reading teachers’ feelings of teacher self-efficacy using a demographic survey and the Teacher Sense of Efficacy Scale (TSES). The 125 participants in the study were developmental reading instructors in community colleges across the country; all participants were surveyed using the short form of the TSES. Demographic and other related variables included the following: gender, age, race/ethnicity, years of K-12 teaching experience, years of postsecondary teaching experience, attainment of a K-12 Reading Certificate, attainment of a Master’s degree in a field related to reading or literacy, attainment of an Educational Specialist degree in reading, attainment of a doctoral degree, frequency of participation in professional development opportunities, and community college employment designation (full-time or adjunct). The significance of this study’s research questions, including the differences in teacher self-efficacy as it related to all demographic and experiential variables, were tested at a p-value of 0.05. It was found that community college reading instructors differ significantly in their feelings of teacher self-efficacy: Instructors of color were found to demonstrate significantly higher scores on the overall teacher self-efficacy measure and the dimension of student engagement. Instructors who had attained a K-12 Reading Certificate differed significantly in the dimension of Classroom Management. Instructors who had attained a doctoral degree differed significantly in their overall feelings of teacher selfefficacy and the dimension of Instructional Strategies. Participants who attended professional development opportunities on a frequent basis were found to demonstrate significantly higher scores on the overall feelings of teacher self-efficacy and on the dimension of Strategy Instruction than those who seldom participated in opportunities for professional development. There was no statistically significant difference in feelings of teacher self-efficacy by employment designation.","abstract_html":"This study described community college developmental reading teachers’ feelings of teacher self-efficacy using a demographic survey and the Teacher Sense of Efficacy Scale (TSES). The 125 participants in the study were developmental reading instructors in community colleges across the country; all participants were surveyed using the short form of the TSES. Demographic and other related variables included the following: gender, age, race/ethnicity, years of K-12 teaching experience, years of postsecondary teaching experience, attainment of a K-12 Reading Certificate, attainment of a Master’s degree in a field related to reading or literacy, attainment of an Educational Specialist degree in reading, attainment of a doctoral degree, frequency of participation in professional development opportunities, and community college employment designation (full-time or adjunct). The significance of this study’s research questions, including the differences in teacher self-efficacy as it related to all demographic and experiential variables, were tested at a p-value of 0.05. It was found that community college reading instructors differ significantly in their feelings of teacher self-efficacy: Instructors of color were found to demonstrate significantly higher scores on the overall teacher self-efficacy measure and the dimension of student engagement. Instructors who had attained a K-12 Reading Certificate differed significantly in the dimension of Classroom Management. Instructors who had attained a doctoral degree differed significantly in their overall feelings of teacher selfefficacy and the dimension of Instructional Strategies. Participants who attended professional development opportunities on a frequent basis were found to demonstrate significantly higher scores on the overall feelings of teacher self-efficacy and on the dimension of Strategy Instruction than those who seldom participated in opportunities for professional development. There was no statistically significant difference in feelings of teacher self-efficacy by employment designation.","abstract_has_math":false,"creators":["Baker, Nicole Leifer"],"institution":"University of Missouri--Kansas City","degree_name":"Ph.D.","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Butner, Bonita K., 1950-"],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-24T05:16:20Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10355/40274","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Butner, Bonita K., 1950-"]},{"key":"dc:creator","label":"Author","values":["Baker, Nicole Leifer"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-11-26T19:57:58Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-11-26T19:57:58Z"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10355/40274"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed on November 26, 2013","Dissertation advisor: Bonita K. Butner","Vita","Includes bibliographic references (pages 115-128)","Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2013"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study described community college developmental reading teachers’ feelings of teacher self-efficacy using a demographic survey and the Teacher Sense of Efficacy Scale (TSES). The 125 participants in the study were developmental reading instructors in community colleges across the country; all participants were surveyed using the short form of the TSES. Demographic and other related variables included the following: gender, age, race/ethnicity, years of K-12 teaching experience, years of postsecondary teaching experience, attainment of a K-12 Reading Certificate, attainment of a Master’s degree in a field related to reading or literacy, attainment of an Educational Specialist degree in reading, attainment of a doctoral degree, frequency of participation in professional development opportunities, and community college employment designation (full-time or adjunct). The significance of this study’s research questions, including the differences in teacher self-efficacy as it related to all demographic and experiential variables, were tested at a p-value of 0.05. It was found that community college reading instructors differ significantly in their feelings of teacher self-efficacy: Instructors of color were found to demonstrate significantly higher scores on the overall teacher self-efficacy measure and the dimension of student engagement. Instructors who had attained a K-12 Reading Certificate differed significantly in the dimension of Classroom Management. Instructors who had attained a doctoral degree differed significantly in their overall feelings of teacher selfefficacy and the dimension of Instructional Strategies. Participants who attended professional development opportunities on a frequent basis were found to demonstrate significantly higher scores on the overall feelings of teacher self-efficacy and on the dimension of Strategy Instruction than those who seldom participated in opportunities for professional development. There was no statistically significant difference in feelings of teacher self-efficacy by employment designation."]},{"key":"dc:title","label":"Title","values":["Community college developmental reading teachers’ feelings of teacher self-efficacy and related variables"]}]}],"canonical_facts":{"dc:contributor.advisor":["Butner, Bonita K., 1950-"],"dc:creator":["Baker, Nicole Leifer"],"dc:date.accessioned":["2013-11-26T19:57:58Z"],"dc:date.available":["2013-11-26T19:57:58Z"],"dc:date.issued":["2013"],"dc:description":["Title from PDF of title page, viewed on November 26, 2013","Dissertation advisor: Bonita K. Butner","Vita","Includes bibliographic references (pages 115-128)","Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2013"],"dc:description.abstract":["This study described community college developmental reading teachers’ feelings of teacher self-efficacy using a demographic survey and the Teacher Sense of Efficacy Scale (TSES). The 125 participants in the study were developmental reading instructors in community colleges across the country; all participants were surveyed using the short form of the TSES. Demographic and other related variables included the following: gender, age, race/ethnicity, years of K-12 teaching experience, years of postsecondary teaching experience, attainment of a K-12 Reading Certificate, attainment of a Master’s degree in a field related to reading or literacy, attainment of an Educational Specialist degree in reading, attainment of a doctoral degree, frequency of participation in professional development opportunities, and community college employment designation (full-time or adjunct). The significance of this study’s research questions, including the differences in teacher self-efficacy as it related to all demographic and experiential variables, were tested at a p-value of 0.05. It was found that community college reading instructors differ significantly in their feelings of teacher self-efficacy: Instructors of color were found to demonstrate significantly higher scores on the overall teacher self-efficacy measure and the dimension of student engagement. Instructors who had attained a K-12 Reading Certificate differed significantly in the dimension of Classroom Management. Instructors who had attained a doctoral degree differed significantly in their overall feelings of teacher selfefficacy and the dimension of Instructional Strategies. Participants who attended professional development opportunities on a frequent basis were found to demonstrate significantly higher scores on the overall feelings of teacher self-efficacy and on the dimension of Strategy Instruction than those who seldom participated in opportunities for professional development. There was no statistically significant difference in feelings of teacher self-efficacy by employment designation."],"dc:identifier.uri":["http://hdl.handle.net/10355/40274"],"dc:title":["Community college developmental reading teachers’ feelings of teacher self-efficacy and related variables"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:16:20Z"}