The purpose of the study was to investigate relationships among teacher selfefficacy, trust, and collective efficacy among teachers in a southwest Texas school district. The research included three established surveys combined to create a single survey. A multivariate analysis of variance was conducted to analyze the data from the survey. The study analyzed the results of surveys completed by 746 teachers. The surveys completed were the Teachers’ Sense of Self-Efficacy Scale, Collective Efficacy Scale, and Omnibus T-Scale. Factors considered in the analysis of data included gender, number of years of experience, ethnicity, and the level of mentorship provided. A multivariate analysis of variance was conducted to assess if differences exist in the Teachers’ Sense of Self-Efficacy Scale subscales of student engagement, instructional strategies, classroom management, Omnibus T-Scale subscale of trust in principal, trust in colleagues, trust in clients, and collective efficacy between schools. The results suggest that simultaneous differences exist in dependent variables between schools. However, further analysis also showed all schools with the exception of one scored higher than 84 percent of the standardized school sample in trust in students’ ability to perform. In comparing survey responses across teacher demographics, results showed gender differences in trust in principal, trust in clients, and collective efficacy. When comparing the responses to national averages, the results were as follows: self-efficacy showed patterns that were below average, trust showed patterns that were above average, and collective efficacy was average. This research study contributes to the theoretical rationale explaining the relationship between self-efficacy, collective efficacy, and trust. Further research could be done in the area for school administrators to improve student achievement through working to raise collective efficacy beliefs and trust of their faculty.

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Researchers find that teacher self-efficacy influences student performance and student academic interest (Anderson, Green & Loewen, 1988; Ross, 1992; Ashton & Webb, 1986; Woolfolk & Hoy, 1990; and Muijs & Reynolds, 2001) and that prior teaching and teacher preparation experiences influence teacher self-efficacy (Preito & Altmaier, 1994). Since the late 1990s, a significant number of teachers have been drafted to teach engineering content in secondary schools across America (NAE & NRC, 2009). Given that none of those teachers were specifically prepared for that task in pre-service secondary engineering teaching licensure programs, some—or perhaps even many—of these new secondary engineering educators might be experiencing low teacher self-efficacy, which research suggests would lead to relatively ineffective secondary engineering teaching. Thus, the purpose of this study was to investigate experiences/factors that might influence secondary engineering teachers' self-efficacy, to inform those who are developing new pre- and in-service secondary engineering teacher preparation programs, and educational administrators / policy-makers. The population of Project Lead the Way (PLTW) secondary engineering teachers across the U.S. was invited to participate in this study. PLTW offers the best-known secondary engineering curriculum in the U.S. It features robust linkages/articulation agreements with post-secondary engineering programs (McVearry, 2003). The data for this study were obtained by administering the Teachers' Self-Efficacy Belief System-Self (TEBS-S) instrument (Dellinger, Bobbett, Oliver, & Ellett, 2008) and a demographic instrument developed by the researcher. The following factors had a statistically significant influence on teacher self-efficacy: pre-PLTW teaching experience, PLTW teaching experience, post-secondary course hours completed, teacher licensure process, and current and past teaching schedules. Implications of these findings may be used by administrators and educators who are actively involved in recruiting, selecting and preparing secondary engineering educators. / Ph. D.

The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a relationship existed between teacher self-efficacy and job satisfaction among early career Kentucky agriculture teachers. Teacher self-efficacy was measured through three constructs: student engagement, instructional practices, and classroom management. It was concluded that early career agriculture teachers in Kentucky are efficacious and generally satisfied with teaching. A variety of relationships were found to exist between each construct and overall job satisfaction between each group of teachers.

The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow up qualitative phase of an international collaborative research project between South Africa, Finland, China, Slovenia, Lithuania and England. The main purpose of this comparative project was to produce a knowledge base that sheds light on the nature of the development of inclusive education in different countries from a teacher’s perspective. The data from the first quantitative phase indicated that many South African teachers experience a lack of self-efficacy in the implementation of inclusive education. Inclusive education has brought many challenges for full-service school teachers. Classrooms now have a wider range of diverse learning needs and this impacts significantly on classroom practice. This situation often creates stress and can exacerbate feelings of inefficiency. When teachers acquire abilities, skills and professional expertise they often accept the responsibilities of inclusive education and subsequently become more confident about inclusion which in turn empowers them to be more effective in teaching. Adequate professional development and sufficient support can, therefore, help teachers to feel more equipped to address and consequently experience positive self-efficacy beliefs. Teachers with improved self-efficacy will, therefore, become more motivated to implement inclusive education successfully. Consequently, in this research teachers’ sense of self-efficacy within an inclusive education environment with specific reference to South African teachers was further explored. The purpose of my research was to explore factors that influence full-service school teachers’ sense of self-efficacy, enabling or disabling them to implement inclusive education successfully. Bandura’s social cognitive theory of self-efficacy as well as Bronfenbrenner’s bio-ecological framework formed the theoretical framework of this study. To achieve this purpose, a qualitative interpretive design was decided upon by employing a multiple case study (two full service schools) as strategy of inquiry. Twenty one teachers voluntarily participated in this research, eleven from the first school and ten from the second school. Data was collected through qualitative data generation methods which included focus group and individual interviews, collages and an open questionnaire. The findings from the literature review as well as the empirical data revealed that self-efficacy as a concept was best described and understood in relating low with high teacher self-efficacy. A teacher with a high sense of self-efficacy can be viewed as a person who exhibits and portrays certain traits and skills. It was evident that sufficient knowledge about what inclusive education entails, intra- and inter-personal skills, as well as values that take the best interest of the learner into consideration, are essential for teachers to experience a high sense of self-efficacy in an inclusive education environment. The findings also indicated that certain ecosystemic factors are currently enabling and disabling teachers’ sense of self-efficacy to implement inclusive education successfully. These factors were reflected in the specific needs of teachers to be more self-effective in an inclusive education system. This included more and effective continuous professional development opportunities (CPD) for professional and personal development; increased and improved support from the Department of Basic Education (DBE) (provincial and district) as well as the school and peers; improved collaboration with parents, NGO’s and HEI’s; a more flexible curriculum; and more acknowledgement for achievements from the school, parents and the DBE. These needs were addressed in recommendations for teachers themselves, the schools and the DBE in order to develop and enhance teachers’ sense of self-efficacy, within an inclusive full-service school. / PhD (Learner Support)--North-West University, Vaal Triangle Campus, 2015.

The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow up qualitative phase of an international collaborative research project between South Africa, Finland, China, Slovenia, Lithuania and England. The main purpose of this comparative project was to produce a knowledge base that sheds light on the nature of the development of inclusive education in different countries from a teacher’s perspective. The data from the first quantitative phase indicated that many South African teachers experience a lack of self-efficacy in the implementation of inclusive education. Inclusive education has brought many challenges for full-service school teachers. Classrooms now have a wider range of diverse learning needs and this impacts significantly on classroom practice. This situation often creates stress and can exacerbate feelings of inefficiency. When teachers acquire abilities, skills and professional expertise they often accept the responsibilities of inclusive education and subsequently become more confident about inclusion which in turn empowers them to be more effective in teaching. Adequate professional development and sufficient support can, therefore, help teachers to feel more equipped to address and consequently experience positive self-efficacy beliefs. Teachers with improved self-efficacy will, therefore, become more motivated to implement inclusive education successfully. Consequently, in this research teachers’ sense of self-efficacy within an inclusive education environment with specific reference to South African teachers was further explored. The purpose of my research was to explore factors that influence full-service school teachers’ sense of self-efficacy, enabling or disabling them to implement inclusive education successfully. Bandura’s social cognitive theory of self-efficacy as well as Bronfenbrenner’s bio-ecological framework formed the theoretical framework of this study. To achieve this purpose, a qualitative interpretive design was decided upon by employing a multiple case study (two full service schools) as strategy of inquiry. Twenty one teachers voluntarily participated in this research, eleven from the first school and ten from the second school. Data was collected through qualitative data generation methods which included focus group and individual interviews, collages and an open questionnaire. The findings from the literature review as well as the empirical data revealed that self-efficacy as a concept was best described and understood in relating low with high teacher self-efficacy. A teacher with a high sense of self-efficacy can be viewed as a person who exhibits and portrays certain traits and skills. It was evident that sufficient knowledge about what inclusive education entails, intra- and inter-personal skills, as well as values that take the best interest of the learner into consideration, are essential for teachers to experience a high sense of self-efficacy in an inclusive education environment. The findings also indicated that certain ecosystemic factors are currently enabling and disabling teachers’ sense of self-efficacy to implement inclusive education successfully. These factors were reflected in the specific needs of teachers to be more self-effective in an inclusive education system. This included more and effective continuous professional development opportunities (CPD) for professional and personal development; increased and improved support from the Department of Basic Education (DBE) (provincial and district) as well as the school and peers; improved collaboration with parents, NGO’s and HEI’s; a more flexible curriculum; and more acknowledgement for achievements from the school, parents and the DBE. These needs were addressed in recommendations for teachers themselves, the schools and the DBE in order to develop and enhance teachers’ sense of self-efficacy, within an inclusive full-service school. / PhD (Learner Support)--North-West University, Vaal Triangle Campus, 2015.

Research has shown links between high levels of teacher self-efficacy and increased student achievement. Theorists and educational researchers have identified conditions and resources that increase teacher self-efficacy. Building on existing research, this quantitative study used data from 46 teacher respondents in one Saskatchewan school division. The purpose of the study was to examine teacher self-efficacy and its relationship to teachers’ perceptions of their working conditions. An online questionnaire, based on the Teachers’ Sense of Efficacy Scale (TSES) and the Teaching, Empowering, Leading and Learning (TELL) Survey, was used to collect the data. The mode of data analysis consisted of frequency counts (means and standard deviations) for the descriptive items relating to levels of self-efficacy and perceptions of working conditions. Non-parametric methods were used to measure significance and level of differences among variables, and Spearman’s rho correlations were employed to identify the level of significance of relationships between and among the dimensions and items of teacher self-efficacy and teacher working conditions. A significant correlation was found between the two major constructs of teacher self-efficacy and teachers’ perceptions of their working conditions, and strong correlations were also found between specific dimensions of teacher self-efficacy and dimensions of working conditions. Teacher levels of self-efficacy were predominantly in the moderate and high levels, and teacher leadership was rated highest among working conditions variables. Time availability was rated the lowest of all working conditions, and was found to be significantly related to the teacher self-efficacy dimensions of classroom management and instructional strategies. Further research, using student achievement data and a greater number of participants, may clarify how teacher self-efficacy and working conditions affect student achievement.

This study aimed to translate the Norwegian teacher self-efficacy scale (NTSES; Skaalvik & Skaalvik, 2007) and explore its validity and factor structure in a sample of 256 Swedish teachers. The ties between teacher self-efficacy and teacher burnout and self-efficacy and teacher well-being were also investigated. The results showed that the Swedish version of the NTSES had good internal consistency and adequate concurrent and convergent validity. However, results from a confirmatory factor analysis and two exploratory factor analyses did not support a factor structure equivalent to the original NTSES. The Swedish version of the NTSES might need some adjustments in translation and even consideration regarding removal of some items before it can truly be of use in a Swedish context.

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