Community college developmental reading teachers’ feelings of teacher self-efficacy and related variables

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2013

Author dc:creator

• Baker, Nicole Leifer

Advisor dc:contributor.advisor

• Butner, Bonita K., 1950-

Handle dc:identifier.uri

http://hdl.handle.net/10355/40274

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/40274