{"id":{"repo_id":"vcu","oai_identifier":"oai:scholarscompass.vcu.edu:etd-1273"},"canonical_url":"https://search.dev.ndltd.org/etd/vcu/oai:scholarscompass.vcu.edu:etd-1273","repository":{"repo_id":"vcu","name":"Virginia Commonwealth University","base_url":"https://scholarscompass.vcu.edu/do/oai/"},"display":{"title":"SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING","abstract":"Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.","abstract_html":"Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p&lt;.014), approved teacher licensure education programs (p&lt;.038), and years of teaching experience in geography (p&lt;.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p&lt;.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.","abstract_has_math":false,"creators":["Gao, Yan"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Michael D. Davis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-10-11T07:00:00Z","date_published":"2011-10-11T07:00:00Z","updated_at":"2026-07-24T05:53:41Z","subjects":["Teacher Efficacy","Secondary Social Studies Teacher","Geography Teaching","Education"],"languages":[],"rights":["© The Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarscompass.vcu.edu/etd/274"],"render_values":[{"text":"https://scholarscompass.vcu.edu/etd/274","href":"https://scholarscompass.vcu.edu/etd/274","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25772/22NB-CC81","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michael D. Davis"]},{"key":"dc:creator","label":"Author","values":["Gao, Yan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-11-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher Efficacy","Secondary Social Studies Teacher","Geography Teaching","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© The Author"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.25772/22NB-CC81","https://scholarscompass.vcu.edu/etd/274"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement."]},{"key":"dc:title","label":"Title","values":["SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING"]}]}],"canonical_facts":{"dc:contributor":["Michael D. Davis"],"dc:creator":["Gao, Yan"],"dc:date.available":["2021-11-06T07:00:00Z"],"dc:description.abstract":["Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement."],"dc:identifier":["https://doi.org/10.25772/22NB-CC81","https://scholarscompass.vcu.edu/etd/274"],"dc:rights":["© The Author"],"dc:subject":["Teacher Efficacy","Secondary Social Studies Teacher","Geography Teaching","Education"],"dc:title":["SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T05:53:41Z"}