The math achievement of American students had been stagnant or falling since 2007, according to both national and international measures (NAEP, TIMSS, PISA). While the Common Core State Standards were partially a response to sinking levels of American math proficiency, those standards require a much greater depth of conceptual understanding of mathematics for teachers than previous standards, yet more than half of fifth- through eighth-grade math teachers are not certified to teach math. The federal government and school districts spend millions of dollars on teacher professional development, but little evidence shows what kind of professional development might be the most beneficial for math teachers. This study measured the impact of math content-based professional development on middle school math teachers. Findings suggest that the participating teachers’ content knowledge about ratios and proportional reasoning increased slightly during the study. Exit surveys indicated that the most recent PD session would have an impact on their teaching practice, although the impact would mostly be related to their pedagogy. However, there was little change in teachers’ self-efficacy toward teaching mathematics. As research indicates, content knowledge in math is connected to student achievement, the implication of which is that middle school math teachers can increase their content knowledge through professional development. Given that access to higher-level math courses is critical to college success, and the foundation for those higher-level math courses begins in middle school, it is imperative that all students and their teachers are supported to be successful in math.

Bemästrande erfarenheter, indirekt erfarenhet, verbal övertalning samt fysiologiskt och emotionellt tillstånd är informationskällor som inverkar på lärar-self-efficacy. Syftet med undersökningen var att undersöka samband mellan faktorer i lärarutbildningen och lärar-self-efficacy. Vid datainsamlingen gjordes en enkätundersökning, där 63 lärarstudenter, varav 42 kvinnor, deltog. Det undersöktes ifall det fanns samband mellan lärar-self-efficacy och underliggande faktorer i lärarutbildningen, kopplat till de fyra informationskällorna av self-efficacy. Resultatet visade att ju mer positiva erfarenheter och positivt stöd som lärarstudenterna upplever i sin utbildning, desto mer kommer deras lärar-self-efficacy att öka. En multipel linjär regressionsanalys visade att verbal övertalning bidrar med 33.9 % till studenternas lärar-self-efficacy. Det visades även att bemästrande erfarenheter, i form av antal terminer och praktikveckor, är en bidragande faktor till lärarstudenternas lärar-self-efficacy. Informationskällorna bemästrande erfarenheter och verbal övertalning, är därmed de mest centrala delarna i lärarutbildningen och i stärkandet av lärarstudenternas lärar-self-efficacy.

Creativity has been included in student learning and model teaching standards with little systematic attention on the preparedness of current practitioners to implement such expectations. This qualitative case study is conducted to discover what knowledge and skills teachers perceived to be necessary to implement practices that foster and develop student creativity with a strong sense of self-efficacy. A purposeful sample of 58 teachers from 4 Arkansas A+ (ARA+) network schools shared their perceptions of how creativity-fostering professional development (PD) influenced their sense of self-efficacy to foster creativity and answer the research questions. Data were collected using questionnaires, individual interviews, and focus groups and analyzed through comparative analysis of open-ended responses. Findings showed that teachers who reported attending ARA+ PD had a positive influence on their sense of self-efficacy to foster creativity through shared applicable ideas and permissible risk taking. Establishing infrastructure for the creative process was determined to be the most salient knowledge and an increase in flexible thinking was the most salient skill. Conclusions drawn from teachers' experiences could provide an opportunity for positive social change through insightful recommendations. Creativity-fostering strategies, such as brainstorming procedures, were recommended for both professional interactions and for classroom instruction. Conclusions and proposed recommendations promote a deeper understanding of how efficacious beliefs towards creativity integration among practitioners could improve systematic efforts to address the imperative call for teachers to develop creativity skills within students.

With the adoption of the common core state standards, pressure to raise the achievement of young learners was intense. Classroom teachers were scrutinized to teach lessons with high levels of thinking and rigor. Teachers were inclined to eliminate or ignore artsenriched lessons that would benefit students. The reason for this action was associated with the efficacy of the classroom teacher toward music integration in literacy curriculum. The purpose of the study was to examine the effects of the Music Literacy Integration Intervention (MLII) on the self-efficacy and proactiveness of teachers at a small elementary school in Florida toward integration of music in reading instruction. There were 3 data-collection instruments. The Teacher Efficacy scale (TES) was used to collect pretest and posttest data for Research Question 1, whereas the Proactiveness Attitude scale (PAS) was used to collect the same type of data for Research Question 2. The Teacher Interview Instrument was used to collect only postimplementation data for Research Question 3. The triangulated data from the 3 instruments were used to respond to Research Question 4. Teacher participants had 272 students in kindergarten-Grade 5. There was a convenience sample of 20 teachers for the survey part of the study. Only 18 teachers returned completed surveys. The sample size for the interviews was 6 teachers randomly selected from 18 teachers. Quantitative data analysis for the Research Questions 1 and 2 was descriptive statistics (i.e., pretest mean, posttest mean, standard deviation, and effect size indicator). The inferential statistical model for the 2 research questions was the t test for paired samples. Qualitative data analysis for Research Question 3 followed a modified version of the constant-comparative, data-analysis procedure. Triangulated survey and interview data were used to respond to Research Question 4. Findings for Research Question 1 indicated the MLII improved teachers’ perceptions on their self-efficacy toward music integration as measured by the TES from pretest to posttest. Results for Research Question 2 suggested the MLII improved teachers’ perceptions of their proactive attitudes toward music integration as measured by the PAS. The increases in scores in both research questions showed large effect sizes. Findings for Research Question 3 indicated teachers perceived that the MLII met its objectives of providing useful strategies that facilitated the integration of music literacy into the reading instruction. Results for Research Question 4 showed the qualitative data from Research Question 3 confirmed the quantitative data from Research Questions 1 and 2. An implication was music had a positive effect on students’ reading abilities and school leaders should reinvest in music integration into the reading curriculum.

The purpose of this study was to identify the relationship between teacher self-efficacy (TSES) score and observable teacher instructional behaviors (CSAS) score and student academic achievement (SOL) score. This study addressed the following question: What is the relationship between teacher self-efficacy and teacher behavior and student academic achievement? More specifically, the researcher studied the relationship between teacher self-efficacy score and observable teacher instructional behaviors score, teacher self-efficacy scores and student academic performance score, and observable teacher instructional behaviors score and student academic performance score. Research on implications that TSE has on teacher behaviors adds to a relatively limited literature base that holds possibilities for leaders to elicit positive school change through improved instructional practices and higher student achievement. To establish whether there was a relationship between TSE and observable teacher instructional behaviors, TSE and student academic achievement and observable teacher instructional behaviors and student academic achievement, this study used a quantitative analysis method that utilizes a simple linear regression model. The simple linear regression model isolated observable teacher behavior in model 1 and student academic achievement in model 2 and model 3 as the dependent variable. Control variables included limiting the study to 20 teachers who teach core curriculum subjects in grades 6-12 that also have an end of course Virginia Standards of Learning assessment (SOL). The researcher identified regression relationships and their statistical significance and interpreted results to reach a conclusion that addressed each research question. The researcher highlighted potential relationships between teacher self-efficacy and student achievement, teacher self-efficacy and observable teacher instructional behaviors and observable teacher instructional behaviors and student achievement. This included a finding that the relationship between teacher self-efficacy and student achievement for the participants in this study was significant and positively correlated. The model indicated that TSE explained 42.1% of variations in student SOL scores. The regression relationship between TSE and student SOL scores revealed a positive correlation since the standardized coefficient was 0.463 > 0. That is as the teacher's self-efficacy score increased then the student SOL scores improved. Implications for practitioners included principals considering professional development opportunities that support increased teacher self-efficacy and promote stronger student engagement in the learning process and identifying non-instructional behaviors that teachers engage in that might negatively impact student achievement. Recommendations for future investigation were also suggested by the researcher and included expanding the study to increase the number of participants. Increasing the number of participants would allow for an increase in the total number of TSES scores, CSAS scores, and student achievement scores. / Doctor of Education / This study examined the relationship between teacher self-efficacy and observable teacher instructional behaviors and student academic achievement scores. The study included 10 secondary teachers who taught a core curriculum course to students in grades 6-12 that also included an end of course Virginia SOL test for students. All of the participants in this study were from the same medium-sized school district in Virginia. The data analysis in this study determined that there was a statistically significant relationship between teacher self-efficacy and student achievement. Data analysis also determined a positive relationship between teacher self-efficacy and student achievement indicating that as the teacher's self-efficacy score increased the student achievement scores improved. The study described the relationship between teacher self-efficacy and observable teacher instructional behaviors for the participants in this study indicating TSE explained some of the variance in teacher instructional behaviors. The relationship between the variables was not statistically significant but they were positively correlated. That is, as the teacher's self-efficacy increased then the frequency of the teacher's observable instructional behaviors during the teaching process also increased. The researcher determined that the relationship between teacher instructional behaviors and student achievement (SOL scores) for the participants in this study was not statistically significant. The model supported that teacher instructional behaviors explained a small amount of the variance in student achievement.

This study utilized a correlational research design to investigate the relationships that may exist between teacher empathy, attitudes, and levels of self-efficacy. In particular, the study was designed to (a) determine whether attitudes towards trauma-informed care mediated the relationship between teacher empathy and teacher self-efficacy related to classroom management and (b) uncover what teachers find most challenging in their efforts to support students experiencing trauma. An online survey, completed by 146 American teachers, included items from three established measures: the Empathy Scale for Teachers (Wang et al., 2022); the Underlying Causes of Problem Behaviors and Symptoms subscale of the Attitudes Related to Trauma- Informed Care (ARTIC-35) (Baker et al., 2016); and the Classroom Management subscale of the Teacher Sense of Self-Efficacy scale (Tschannen-Moran & Woolfolk Hoy, 2001). Multiple regression was used to analyze the quantitative data and thematic analysis was used to uncover themes from responses to an open-ended item on the survey. The following six themes emerged from the thematic analysis of descriptions provided by teachers of the biggest challenge they face in their efforts to support students experiencing trauma: The most common response involved difficulty recognizing and responding to trauma. This study found higher levels of teacher empathy to be associated with more positiveteacher attitude towards trauma informed care, as measured by the underlying causes of problem behaviors and symptoms subscale of the ARTIC-35. Additionally, these positive attitudes (consistent with trauma-informed care) were associated with more efficacious feelings in teachers regarding their classroom management. The results indicate that attitude towards trauma-informed care serves as an indirect-only mediator to explain the impact of empathy on level of teacher self-efficacy related to classroom management. Although caution is urged when drawing causal conclusions from correlational studies, the results highlight the potential importance of cultivating teacher empathy so trauma-informed practices can flourish in creating positive, safe classroom environments that increase learning opportunities for all students while possibly reducing departures from the teaching profession.

Professional development is ubiquitous in education, with over 90% of teachers engaging in professional development activities, yet often with limited perceived impact on their practice. This dissertation situates itself at the critical juncture of professional development quality and teacher self-efficacy, investigating the transformative influence of the Academy of Blended Learning professional development program on educators’ self-efficacy and pedagogical practices. Despite widespread participation in professional development nationally, the prevalent sentiment among teachers points to a disconnect, with many sessions deemed ineffectual (Wei et al., 2009). Conversely, professional development perceived as high-quality correlates with improved teacher skills and classroom practices (Desimone et al., 2002; Garet et al., 2001a), underscoring the need for meaningful PD delivery. Blended learning represents a significant advancement in the evolving education landscape, blending traditional and digital instruction methods. This dissertation examines the impact of the Academy of Blended Learning experiential professional development program on teacher self-efficacy. Through qualitative analysis and evaluation, this study employs a framework by Smith and Robinson (2020) that intertwines Bandura’s Self-Efficacy Theory (1977), Bruner’s Constructivist Theory (1960), and Knowles’ Adult Learning Theory (andragogy) (1978), offering a comprehensive lens to examine the efficacy of professional development for educators. These theoretical underpinnings serve as the foundation for understanding how professional development influences teachers as adult learners, ultimately affecting their self-efficacy. Participants in the Academy of Blended Learning professional development program reported substantial gains in skills and a marked increase in self-efficacy, attributing these advancements to the comprehensive and experiential nature of the program. It goes beyond mere tool provision; it reshapes educators’ self-concepts, fueling their enthusiasm and intentionality in teaching. This transformative experience has empowered teachers and enhanced their ability to meet their students’ diverse needs, leading to a positive shift in their professional practice and trajectory. The study underscores the necessity of placing teacher self-efficacy at the forefront of professional development initiatives, particularly within blended learning. The findings advocate for educational leaders to recognize and support quality professional development that cultivates the attitudes and competencies necessary for teachers to thrive. The compelling evidence of professional growth and increased self-efficacy among participants signals the essential role of tailored professional development programs like the Academy of Blended Learning in shaping the future of education.

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This research study focused on middle school teacher perceptions and experiences regarding how education leaders supported them in the transition to online teaching during a global pandemic. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic. A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the Covid-19 pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. The survey results showed 73% of the teachers perceived the principal was supportive in the transition while 80% of teachers perceived the grade-level administrators were supportive. In the interview analysis 100% of the teachers believed leaders were supportive. For professional development received, 60% of teachers surveyed and 83% of the interviewees felt they received enough professional development. Teachers expressed the need for additional professional development in the interviews which was 83% while only 60% of teachers surveyed wanted the additional training. Teachers were asked if leadership effectively supported them in teaching online. Eighty percent of teachers surveyed perceived the support provided by leaders was effective for teaching online. Of the interviewees, 100% felt the principal support was effective and 83% felt the grade-level administrator support was effective. Findings suggest that listening to teachers' issues, concerns, and suggestions, being positive, supportive, assisting in parent communication, monitoring poor student attendance, and providing professional development for online teaching were critical for teachers' effectiveness in the transition to online teaching. The findings of this study provided for a better understanding of how education leaders supported teachers during a global crisis. The information obtained can provide a significant contribution for education leaders and teachers in the development of virtual course curriculum and instructional strategies in the K-12 online learning modality. / Doctor of Education / This study investigated the middle school teachers' perceptions and experiences regarding how education leaders provided support to them in the transition to online teaching during a global pandemic Supporting research on education leadership support, teacher perceptions, online teaching, and Covid-19 is included. The researcher conducted this study to determine how the education leaders supported teachers during the transition to effectively teach online. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic? A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. Findings suggest that listening to teachers' issues, concerns and suggestions, being positive and supportive, assisting in parent communication, monitoring poor student attendance, and providing teacher professional development for online teaching were critical for teachers to be effective in the transition to online teaching.