This exploratory mixed method study builds upon previous research to investigate the influence of teacher self- and collective efficacy on technology use in the classroom. This population was purposefully sampled to examine first- and second order technology barriers, instructional strategies, and human influences on technology. The quantitative finding was supported by qualitative analysis of the teacher interviews and led to the conclusion that even thought there were strong teacher tendencies towards a belief in using technology actual practice demonstrated a lack of productivity or transference of that belief into classroom practice. A high self- and collective efficacy had no effect on technology use in the classroom and a belief in technology did not lead to the use of technology. <br>The study explored three research questions: 1) what is the effect of teacher self-efficacy on technology use in the classroom, 2) what is the effect of collective efficacy on technology use in the classroom, and 3) what is the relationship among teacher self-efficacy, collective efficacy, and barriers that inhibit technology use in a K-12 classroom setting? Thirty-five teachers in a New Jersey K-8 school district volunteered to take a 36-question survey. Three teachers were interviewed to corroborate the survey data. <br> This study is unique in the combined analysis of self- and collective efficacy and technology. It raises several questions for future study. Teacher responses overwhelmingly identified first order or extrinsic barriers as impediments to technology. These included poor technical support, access, time issues, and a lack of vision and training. These barriers are decades old and have been acknowledged for as long as technology has been in the classroom. Why, despite thirty years of technology in education, do the same barriers that existed in the very beginning continue to be strong deterrents of technology use? <br>Teachers identified administrators as the least influential on teacher practices. If this is so, how can there be such a high sense of collective efficacy? How much influence does the collective agency have on classroom teacher behavior? Specifically, at what point in a teacher's decision-making does the collective agency over-ride personal beliefs and what are the characteristics that contribute to this conflict and possible submissive behavior? <br> Finally, are we seeking answers to the wrong questions? Is it possible that teachers and educational systems are not able to modify intrinsic and standard operating practices to utilize technology successfully? / School of Education / Instructional Technology (EdDIT) / EdD / Dissertation

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Thesis (M.S.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains iv, 87 p. : ill. Includes abstract. Includes bibliographical references (p. 78-81).

The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990's. Hattie's (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school have the ability to positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experiences, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that support collective teacher efficacy. This was done by interviewing 32 members of the faculty and staff at a K-8 school in New Zealand through a lens of social cognitive theory. Qualitative analysis of these interviews identified five core aspects of school culture that contribute to collective teacher efficacy: shared vision for learning, school systems, relationships, well-being, and collaboration. Based on the assumption that collective teacher efficacy can have a positive effect on student achievement, it is my assertion that understanding and applying these five aspects of school culture could have a significant and positive impact on student achievement.

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The purpose of this study is to investigate the relationship between efficacy and teacher turnover intent in small, poor, rural schools. The researcher focuses on small, poor, rural schools in a Midwest state in the United States due to the state’s annual teacher turnover rate (16.4%) which mirrors the national rate. A sample of 730 teachers was solicited to participate in the study through their building principal with a final response of N = 220 participating. This non-experimental study explores the relationship between efficacy (independent variable) and turnover intent (dependent variable) by collecting data utilizing the online platform of Survey Monkey. The Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) measured the level of self-efficacy for participants in the study. Additionally, the Collective Teacher Efficacy Scale (CTES) (Tschannen-Moran & Barr, 2004) measured the level of participants’ sense of collective efficacy. The Turnover Intent Scale (TIS) (Tiplic, Brandmo, & Elstad, 2015) measured the level of turnover intent for each participant. The research questions and hypotheses were used to explore the relationship between self-efficacy and turnover intent as well as collective efficacy and turnover intent. In addition, three research questions focused the investigation on the relationship between the variables by exploring the subscales of self-efficacy: student engagement, instructional strategies, and classroom management. The mean scores for each scale show that generally participants displayed a moderately high level of efficacy and were not searching for a new job. Additionally, the results show a statistically significant relationship between participants’ sense of collective efficacy and turnover intent. The significant relationship suggests that school leaders should focus on increasing teachers’ sense of collective efficacy to help with teacher turnover.

Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation, semi-structured interviews, and observations are examined to explore how physicians think about their leadership experiences following their participation in a six-month leadership development program.The study also explores at a high-level how these experiences influenced physician's self-efficacy as a first step in developing a theory of physician leadership and self-efficacy.

Many teachers do not consider improvisation relevant to band or orchestra, and available research indicates that it is one of the least utilized activities in these classrooms. Bandura’s (1977, 1997) self-efficacy theory can explain many of the attitudes teachers have towards improvisation, as well as its absence in the classroom. I sought to discover what role self-efficacy played in leading some teachers to incorporate improvisation into their band and orchestra classrooms. Using a three-interview model as espoused by Seidman (1998), I interviewed six teachers about their experiences with improvisation in their teaching practice. I discovered five emergent themes that the participants had in common. These themes fit into two categories—the development of beliefs about improvisation, and how those beliefs about improvisation affected participants’ behavior. I conclude with a discussion of implications for the field and suggest that future research focus on the presence or lack of improvisation instruction during teacher education programs, as well as the prevalence and efficacy of professional development workshops around improvisation.

Previous research has linked extracurricular activities to academic performance for adolescents, but it remains unclear through what mechanisms they are linked. I posit that extracurricular activities lead to the development of academic self-efficacy, which in turn improves academic performance. This study examines the nature of the relationship between participation in extracurricular activities and academic self-efficacy for adolescents. Using data from the Educational Longitudinal Study of 2002, I find that academic self-efficacy is positively related to participation in extracurricular activities. Results indicate that participation in a diversity of types of extracurricular activities such as in both sports and student government is also related to greater academic self-efficacy. Additional analyses reveal that this effect levels out and begins to decrease at high levels of involvement, when the adolescent is involved in a high number of activities or spends a high number of hours per week in extracurricular activities. Implications for adolescents are discussed.

Counseling and psychology have experienced a conflicted relationship with the issue of spirituality over the last century. Spirituality is a construct that has been receiving more attention in counseling over the last fifteen to twenty years. More counselors and educators are affirming its place and value in the counseling relationship. Yet, there is a disparity between this and what counselors-in-training are being taught regarding spirituality, its value to clients and counselors, and its role in the counseling relationship. Very little research has been done examining spirituality and its relationship to counseling students level of confidence and competence in their work--their self-efficacy. This study investigated the relationship of perceived spirituality to counseling self-efficacy for graduate counseling students in faith-based and secular institutions. Additionally, the researcher studied the relationship of spirituality and counseling self-efficacy to the following demographic variables: age, gender, graduate course hours completed, and practicum versus internship status. The results from a sample of 135 students demonstrated a relationship between spirituality and counseling self-efficacy for students in faith-based and secular universities. The four demographic variables studied-- age, gender, graduate course hours completed, and practicum versus internship status--showed a relationship with counseling self-efficacy but not spirituality. Implications for counseling pedagogy and clinical work are offered. Areas of future research are discussed.