<p> Leaders in today&rsquo;s public schools must offer professional development to provide support to teachers without overwhelming them or adding more to their plates (Preciado, 2015). With ever-expanding responsibilities and accountability for teachers in the classroom, providing much-needed support is a top priority (Preciado, 2015). Teacher attrition is costly to school districts, and it is largely due to lack of support for teachers (Neason, 2014). Edwards (2015) reported teachers who grow in efficacy stay a longer length of time in one district, increase their implementation of new teaching strategies, and have more positive attitudes toward professional growth. The focus of this study was to determine the relationship between teacher efficacy and their use of Cognitive Coaching^SM tools such as wait time, pausing, paraphrasing, and asking mediative questions in the classroom. A survey to measure teacher efficacy in the areas of student engagement, instructional strategies, and classroom management was shared with two certified trainers for Cognitive Coaching^SM. Those trainers, in turn, emailed a link to the survey to teachers in southwest Missouri who had completed the eight-day Foundations Seminar. Data were collected and analyzed through Qualtrics. There was a positive relationship between the level of Cognitive Coaching^SM tools implemented and teacher efficacy. This information is of significance to school leaders when making decisions regarding where to invest professional development money for teachers.</p><p>

<p> As the teaching profession becomes increasingly challenging and teachers leave the profession at an alarming rate, school leaders need to understand the factors that influence teacher resiliency and longevity. A teacher&rsquo;s self-efficacy beliefs have been found to affect teacher&rsquo;s emotional and physiological well being (Bandura &amp; Locke, 2003), job satisfaction (Caprara, Barbaranelli, Steck, &amp; Malone, 2006, Hoigaard, Giske, &amp; Sundsli, 2012), and stress management (Bandura, 1997). Self-efficacy also impacts effort and performance (Tschannen-Moran &amp; Woolfolk Hoy, 2001), professional commitment (Coladarci, 1992; Ware &amp; Kitsantas, 2007, 2011; Klassen et al., 2013), and longevity in the profession (Wentzel &amp; Wigfield, 2009). In consideration of the value of teacher self-efficacy, there is a lack of qualitative research explaining how self-efficacy develops in teachers. </p><p> The present study used a qualitative phenomenology methodology to explore beliefs, factors, and experiences that influence the development and strengthening of self-efficacy in teachers. The choice of a phenomenological study reflected my belief that the best way to grasp the very essence of individual teacher beliefs was to dialogue with teachers about their lived experiences in the context of a particular situation (Moustakas, 1994; Creswell, 2013). The present study utilized focus groups and individual conversations with teachers in a K-12 international school in the Dominican Republic. This study also embedded a quantitative teacher self-efficacy survey instrument to select participants and to describe their perceived self-efficacy levels. </p><p> The results indicated emerging themes of Connection, Support, Knowledge and Growth, Balance, and Gratification as factors shaping self-efficacy beliefs. This study contributes to our understanding of how self-efficacy develops by illuminating a self-efficacy growth cycle with eight stages: The Gold Standard, Teaching Challenges, Dissonance, Perspective, Teacher Behavior Change, Intentional Practice, Equilibrium, and Self-Efficacy Growth. The study also revealed cognitive processes of self-reflection, self-regulation, cognitive flexibility, growth mindset, intentional positivity, reminding oneself of calling/commitment and mental models of prior success and growth as catalysts to develop, change, and strengthen self-efficacy. </p><p> In conclusion, the results from this study may inform administrators, teachers, mentors, instructional coaches and university programs about intentional, proactive ways to guide teacher self-efficacy growth.</p><p>

<p> This quantitative study focused on educators entering the classroom as teachers both pre- NCLB and post-NCLB enactment. The specific problems explored in this study was the motivational levels and job satisfaction factors of pre-No Child Left Behind (NCLB) and post-No Child Left Behind (NCLB) public school educators; how motivation and job satisfaction influenced educators&rsquo; decisions to remain active in the classroom within an instructional capacity. The participants in this study were public school teachers employed by a mid-sized school district. The research instrument used as part of this study was Mertler&rsquo;s (1985) Teacher Motivation and Job Satisfaction Survey (TMJS); one of the few motivational/job satisfaction surveys specifically developed for application within the education profession. SurveyMonkey supported the survey, data collection, and statistical analysis. The application of a chi-square, one-way ANOVA, Pearson Correlation, Stepwise Multiple Regression, frequency distribution tables, and descriptive statistics allowed for the identification of a relationship, if one existed, between pre- NCLB and post-NCLB educators motivation factors and job satisfaction levels and teachers choosing to remain actively engaged in teaching within the classroom. The research revealed, while there was no significant differences between pre-NCLB and post-NCLB educators&rsquo; motivational levels, job satisfaction factors between the two groups were statically significant different.</p><p>

This paper asks: Are there characteristics of child care directors that are shared among those operating high quality programs? The researcher examines quality child care and the role of directors in the delivery of quality care. Child care directors occupy a pivotal position to influence the quality of child care through their training, their experience and their roles within the center. The literature suggests a link between child care directors and program quality and this study attempts to explore that link. The researcher has conducted a comparative study of the characteristics of 282 child care administrators in accredited and nonaccredited programs within Massachusetts. A profile of directors of quality programs was developed by surveying licensed and National Association for the Education of Young Children (NAEYC) accredited child care centers in Massachusetts (n = 159). The data was then screened through seven quality criteria derived from the literature in order to arrive at a 'filtered' profile of quality administrators. These profiles were matched against the directors of the nonaccredited child care programs (n = 123). A random sample of 31 directors and their centers from both groups (22 accredited, 9 nonaccredited) was examined to establish what level of quality was actually occurring. The Early Childhood Environment Rating Scale (Harms & Clifford, 1980) and the Infant Toddler Environment Rating Scale (Harms, Cryer, & Clifford, 1990) was used to score overall center quality, and additionally data were collected while on-site. The study was able to establish that directors of the high quality early care and education programs had statistically distinct characteristics, but failed to predict quality by themselves. Additional comparisons created a revised grouping which was of similar quality to both of the NAEYC accredited groups. Additionally, NAEYC accredited child care centers were operating at a significantly higher quality than the nonaccredited programs in Massachusetts, with 92% of the classrooms (n = 75) operating at a developmentally appropriate level. The study found that 72% of the nonaccredited classrooms (n = 32) were developmentally appropriate. Overall quality was demonstrated at higher than expected levels. While the study was able to make definitive statements about the quality of child care in Massachusetts, it failed to make a conclusion about the directors and quality.

This dissertation explores the political and organizational activities of the Tanzania Teacher Union (TTU). This study attempts to find an organizational model for teacher unions in Africa that will increase their ability to influence policies, taking the example of the Tanzanian Teacher Union. The study is based on data collected from an open ended questionnaire survey, documentation, the union, relevant literature, focus group interactions developed by the participants on their own, and from correspondence with union leaders. The data obtained have been subjected to a combination of document and content analyses. Results were triangulated by using a variety of sources including mass media, correspondence, union reports, minutes of various meetings, and articles written before the formation of the union. The union was analyzed using the theoretical model of Ofori-Dankwa (1993) that characterizes trade unions using two dimensions political and economic which define four paradigms for unions. From the data collected, the researcher concluded that the TTU belongs to the Low Political, Low Economic paradigm. Analysis of the goals of the union however, suggests that it would be more effective in achieving its goals if it moved toward the High Political, High Economic paradigm. The data revealed that the union has trouble addressing a variety of problems including salary/pension delays that make it difficult for members to pay their medical bills and devoting sufficient attention to the problem of HIV/AIDS among teachers. The data also indicated that there are no mechanisms to develop programs for institutionalizing in-service training for members. In addition, the union movement becomes the recipient of donor funding and unknowingly spends its own resources to support the donor driven projects. The union also lacks a mechanism for negotiating with the employer. There is resistance from the private employers and the government to provide such a legal system. Finally, an area for further research is to investigate linkages of unions with the educational systems and other agencies interested in basic education. These linkages are what make unions sustainable while bringing to focus the coordination of organizational activities. The union faces a choice: either to organize itself appropriately or die.

The purpose of this study was to examine the impact of a three-year Professional Learning Community (PLC) staff development initiative that took place in a suburban school district in Connecticut. An operational definition for PLCs was developed. This definition may prove beneficial for future research on PLCs. A comprehensive review of the current literature base was conducted, including the detailed examination of one earlier literature review (Vescio et al., 2008) and six empirical studies which examined the relationship between PLC-like initiatives and student performance. The present study builds upon the relevant literature base, specifically by attempting to determine the relationship between teacher collaboration and two dependent variables: changes in teachers' instructional practice and student achievement outcomes. In addition, the study considered the relationship between the support provided by administrators to PLCs and student achievement outcomes. Achievement outcomes were measured by performance on Connecticut's annual standardized assessments. Correlational and multiple regression analyses were conducted to examine the relationships between the variables. Survey data were drawn from a sample of 325 teachers, while student achievement data were drawn from a sample of approximately 2,270 students. A modest, statistically significant relationship was noted between administrative support for PLCs and student performance in both reading and writing. No statistically significant relationships were observed between collaboration and student achievement outcomes. A significant relationship was noted between collaboration and changes in instructional practice as measured by responses on the survey instrument. In addition, the interaction of teacher collaboration and administrative support served as a predictor for student performance in both reading and writing, suggesting that optimal learning occurs when teachers in PLCs collaborate at high levels while simultaneously receiving strong administrative support. The study concludes with a discussion of the implications of the findings for policy, professional practice, and future research on the topic of PLCs.

Educators are pressed to take seriously their obligation for improving success in school for failure-expectant children and for changing the means used to achieve learning outcomes. This dissertation describes the processes, activities and suggested strategies for integrating staff development, parent outreach and after-school skill support for a small group of low-income Black children targeted for retention at the fifth grade. The project comprised three elements: an after-school skills development/homework hurdle program; a staff development program focusing on encouraging high teacher expectations for all children and a parent outreach program. The project sought to enable minority, failure-expectant children to experience success. Teachers practiced positive interactional and support skills designed to demonstrate an understanding of how their behaviors and expectations impacted on student achievement. The after-school project and staff development component incorporated characteristics drawn from the effective-schools research, such as: (a) the principal's leadership and attention to the quality of instruction, (b) school climate contributing to teaching and learning, (c) high expectations for performance of all students, (d) teachers committed to bringing all children to at least minimum mastery, and (e) assessing and monitoring student achievement. The project had positive effects on student achievement as measured on standardized tests and report card grades, as well as student behaviors. Teachers held higher expectations, practiced effective teaching strategies, and interacted more with colleagues and parents. Educators have a strong knowledge base for school improvement activities among current staffs, but there are no fixed methods or standard blueprints to explain how to combine people, ideas and programs to create a setting that meets all the diverse needs presented by poor and minority children with a history of limited academic achievement. Viewing change as a process, the after-school project directly assisted at risk students in ways that helped teachers modify their strategies and organizational routines to meet educational needs of Black, failure-expectant children. With commitment and accountability for success, learning outcomes increased through staff development, parent outreach, attention to learning readiness, social competencies, and mastery of basic skills. Failure-expectant students came to think of themselves as capable of learning; and their gains helped teachers see the importance of positive expectations. The principal also increased a repertoire of school improvement strategies.

Changing Patterns is the case study of three staff develoment programs carried out over an eight year span at the John W. McCormack Middle School located in Dorchester, MA. Each of the programs is described in detail in order to illustrate the theoretical framework created by the review of the literature. The review includes two areas: the staff development needs for experienced urban teachers and a definition of early adolescence. The review of the personal and professional needs of experienced teachers facing middle adulthood concludes that staff development in school can meet those needs. The definition of early adolecence is presented because of the importance of teacher training including the developmental needs of the learner. From interviews with teachers who participated in the first year it is clear that teachers generally understand the needs of early adolescents although they do not always address the intellectual needs of their students in a daily instruction. However, teachers do show an interest in participating in staff development programs that offer them some autonomy and responsibility. The incentives most frequently identified for participation in such programs were personal growth, team building among staff members, and usefulness to their students. The power of role models underlined most of what they said and did.

Public education has been in a recession many years longer than our economy and unless we make some attempt to break from the past the outlook for public education in the state of Massachusetts looks bleak. This study discusses the status of experienced teachers working in public schools in ten communities in Massachusetts. Using the telephone interview survey the research shows a lack of technological skills among the participants and demonstrates a definite need for retooling the seasoned teacher. Public schools do many things well but very often we find our school systems short on finances and short on long-range planning. This is especially true in the areas of staff development. There are still many educators who are still professing that our traditional teaching methods are adequate to address the needs of today's student. The survey relates the responses of one hundred teachers regarding their knowledge and expertise in the use of computers and the use of computers in education. Retooling the experienced teacher is essential to the success of our public schools. Among the towns surveyed all ten of the communities reported that seventy-five to eighty percent of their teaching staffs are on the maximum salary step. The subjects of this study ranged from twenty years of experience to thirty-four years. The literature review indicated that very little research has been conducted around the topic of teacher training in technology. Most of the literature and research has been dedicated to the promotion of various brands of computers and various software programs and very little on the needs of the classroom teacher in the age of technology. All of the subjects surveyed recognized the prominence of computers in education and also showed a willingness to be trained to make use of the computers available to them. This study discussed the responses of the teachers and their suggestions for staff development.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. Description based on print version record. Includes bibliographical references.