The focus of this study was threefold. First, the study sought to determine the validity and reliability of an instrument being used to measure teacher efficacy. After psychometric analysis, the Utah Teacher Efficacy Scale (UTES) was deemed as both a valid and reliable instrument for the purpose of measuring preservice and novice elementary school teacher efficacy. Second, this study analyzed teacher self-efficacy of preservice and novice elementary school teachers at two different points in a time - once at the end of their teacher preparation program, and again after they had taught for one academic year. The sample (N = 123) for this study was created from graduates of teacher preparation programs throughout the state of Utah. A two-factor repeated measures ANOVA design was used to measure one between-subjects factor (Factor A) and one within-subjects factor (Factor B). Factor A involved a comparison between two independent groups of prospective teachers based on the type of student teaching assignment, number of student teaching placements, and the number of literacy methods courses completed. The two levels of Factor B consisted of two different UTES measurement occasions. Results of this analysis indicated that preservice teachers in this study reported high teacher efficacy. As these individuals became teachers, their teacher efficacy fell, indicating there is room for improvement in presenting the realities of teaching. Additionally, teacher preparation program characteristics such as the type of student teaching experience (student teaching or internship), and the number of student teaching placements (one or two) do not seem to provide statistically significant advantages over time. The number of literacy methods courses, however, does seem to provide statistically significant advantages in securing and maintaining high teacher efficacy over time in the areas of global and reading teacher efficacy. Third, the study also analyzed how school context variables affect teacher efficacy. Novice teachers (N = 136) were asked to rate the usefulness of professional development and the helpfulness of the mentoring support they received. Results of this analysis showed that professional development and mentoring support, if perceived as useful and helpful, had a positive and statistically significant correlation with teacher efficacy.

This thesis investigated professional agency for student teachers in their final practicum of the Auckland College of Education Bachelor of Education (Teaching) early childhood pathway. Professional agency is an element in the matrix representation of the philosophy of the degree programme. Relevant to this study a working definition of professional agency with regard to the practicum was articulated through a consultative process with early childhood colleagues and final year student teachers who were not involved in this investigation. Six student teachers volunteered to engage in this research. Their respective associate teachers and visiting lecturers also agreed to contribute to the investigation. All participants were interviewed by means of semistructured interviews before and after the final practicum. This process provided a total of thirty- six interviews, which were transcribed and analysed. The research was based in a constructivist-interpretive research paradigm with a view to understanding social reality as perceived by the research participants. The methodology encompassed a qualitative case study approach framed within Giddens' (1984) theory of structuration. Congruent with Giddens' theory the practicum was constructed as a social system and the relevant actors were identified. Subsequently, data analysis revealed the student teachers as actors who operated with agency. However, when the concept of professional agency was investigated only three of the six student teachers were deemed to have achieved all of the elements of the working definition. Pertinent to Giddens' theory the intersections of practice between the student teachers and their associate teachers and visiting lecturers were examined. This scrutiny illuminated factors that were perceived to have contributed to or detracted from professional agency. / A further mode of analysis advocated by Giddens revealed that practices actioned in the social system or context of the tertiary institution were not necessarily effectively carried out in the practicum environment. Therefore, due to lack of appropriate links between social and system integration, provision for professional agency was impeded. Findings from the research prompted the argument that opportunity for student teachers to achieve professional agency in their final practicum was contingent upon system integration in the practicum. Arising from that conclusion a theoretical model to promote system integration in the practicum was proposed. The model was supported by recommendations for improved practicum preparation for the early childhood student teachers, and on-going professional development in supervisory practice for the visiting lecturers and the associate teachers. Principles to underpin the supervision of adults in the practicum were identified, and a reconstructed working definition of professional agency was articulated. A significant outcome of this research was the introduction of the notion of student teacher professional agency to the research literature on the practicum. Another important feature was the utilisation of Giddens' (1984) theory of structuration to analyse the practicum. In viewing the practicum as a social system, and applying the three modes of analyses recommended by Giddens, new insights into the professional practices of the relevant social actors were gained.

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Although previous research has examined the relationship of teachers' school context to both teacher motivation and retention (Coladarci 1992; Hoy and Woolfolk 1993; Uline 2008; Skaalvik and Skaalvik 2010), very little research has looked at the role of teachers' professional development experiences to these outcome variables, nor has the role of motivation in the relationship between school contextual factors and teachers' professional commitment been examined. This study tested a model of teacher motivation that measures the relationships of teacher background variables, professional development experiences, and school climate to teacher self-determination and professional commitment. Teacher self-determination was hypothesized in this model to mediate the relationship between these teacher background and contextual variables to teachers' professional commitment. The fit of the model was analyzed using Structural Equation Modeling, with a multiple group analysis employed to determine whether significant differences existed between public and charter school teacher participants. Results of this investigation revealed that with some modifications, the proposed model obtained good fit (using multiple fit indices) for both groups, with parameters allowed to vary freely. Due to possible differences between groups in measurement and structural model path coefficients, models for each group of teachers are interpreted separately. Implications of the final models as well as limitations of the study are discussed.

This study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to early field experiences (EFE). A survey was conducted comparing preservice teachers in an on-campus versus an on-site course at a local elementary school. Participants (N = 99) were asked about 26 types of concerns and these groups were compared; only one significant difference was found, that the on-campus group had more general teaching concerns than the on-site group. Fuller's (1969; 1974) research on immature versus mature teaching concerns was corroborated by the survey items and factor analyses, although no change over time was found. School-based field experiences were significantly listed by both groups as being the most useful experience in their teacher education; therefore, it is recommended that opportunities be created for preservice teachers to participate in EFEs.

“Becoming” is a natural phenomenon that is experienced throughout one’s life, and yet it does not appear to involve a simple process. This study was about how preservice teachers become teachers. As such, it was focused on the developmental processes that preservice teachers experience as their conceptions of teaching and their teacher identities change throughout their teacher education program. Although the two developmental aspects have been importantly considered by teacher educators when setting goals for teacher education and have been popular topics to educational researchers, few studies have explicitly observed how conceptions of teaching and teacher identities are related to each other in preservice teachers’ professional development trajectories. In a longitudinal study that tracked eight preservice teachers for three semesters of their teacher preparation, naturalistic observations of student teaching and semi-structured interviews served as the primary data sources. Data analysis was inductive and interpretative, using the qualitative methods of grounded theory. All of the preservice teachers in the study experienced conceptual change in their conceptions of teaching toward the direction aligned with their teacher education program, though their developmental patterns varied in terms of nature, speed, and distinctiveness. In the process of conceptual development, preservice teachers’ attention shifted from a focus on self to a focus on students, which I called an outward journey. They also evolved their teacher identities throughout the program with increasing confidence in becoming a teacher every semester. The formation of their teacher identities began by recognizing self as a teacher as positioned by others and continued with self-cultivation as a teacher, a process I called an inward journey. Needing continuous validation and reflection, the two journeys were closely related, sharing some characteristics and mechanism of growth and reciprocally influencing each other. Through interpretation of the data, I concluded that these two journeys cannot be separated from each other but, instead, should be integrated into external and internal development of becoming a teacher. As lifelong learners, preservice teachers are beginning the continual journey of becoming a good teacher throughout their career. / text

To support the professional knowledge development of all teachers, schools in North America have implemented teacher-leader roles (Angelle & DeHart, 2011; Fullan, 2003; Leithwood, Harris, & Hopkins, 2008). The effectiveness of developing professional knowledge depends upon numerous variables such as school culture, collaborative environments, resources, and organizational paradigms. It follows, then, that understanding what influences teachers’ perceptions of teacher-leadership can determine best practices of implementing teacher-leader roles within schools and across school divisions. The literature reviewed in this study falls into four main categories: School culture, Distributed Leadership as Teacher-Leadership, Teacher-Leader Roles, and Teachers’ Perceptions of Teacher-Leadership. Furthermore, the purpose of this study was to investigate high school teachers’ perceptions of teacher-leadership. Research, using a quantitative instrument, focused on conducting an inquiry into teachers’ perceptions of teacher-leadership and what influences teachers’ perceptions. The study investigated the differences in perceptions according to these specific considerations: attained education level, teaching experience, formal teacher-leader roles, and gender. The primary objective of this research was to investigate the differences in high-school teachers’ perceptions of teacher-leadership within the context of one Saskatchewan urban school division according to educators’ attained education level, teaching experience, formal teacher-leader roles, and gender. To that end, the study investigated teachers’ perceptions of teacher-leadership based on four factors of teacher-leadership: supra-practitioner, sharing expertise, sharing leadership, and principal selection (Angelle & DeHart, 2011). Moreover, the following research questions previously referred to helped sharpen the focus of the study: 1. What are the differences in teachers’ perceptions of teacher-leadership according to different degree levels attained? 2. What are the differences in teachers’ perceptions of teacher-leadership according to varying teaching experience? 3. What are the differences in teachers’ perceptions of teacher-leadership according to teachers who occupy formal teacher-leader roles compared to those who do not occupy formal teacher-leader roles? 4. What are the differences in teachers’ perceptions of teacher-leadership according to gender? This study used a quantitative methodology to examine high school teachers’ perceptions of teacher-leadership through Angelle and DeHart’s (2012) Teacher Leadership Inventory resulting in empirical evidence collected via one-way between-groups ANOVA- the results of which provided both descriptive and inferential statistics. Descriptive statistics indicated the spread of scores through variance, standard deviation, and range while describing independent and dependent variables (Creswell, 2012). Inferential statistics helped to “compare groups or related two or more variables” (p. 187). Independent variable of the study included; degree level attainment, years of teaching experience, occupying a position of formal teacher-leadership, and gender. Furthermore, the dependent variables included Sharing Expertise, Sharing Leadership, Supra-Practitioner and Principal Selection. The findings of the data showed statistical difference in the dependent variables Sharing Expertise and Sharing Leadership. As a result of this study, implications for theory include whether the TLI needs to consider a Canadian context. In addition, implications of practice revealed in this study supported the use of the Teacher Leadership Inventory (Angelle and DeHart, 2012) as a possible screening instrument for teachers’ perceptions of teacher-leadership. Finally, implications for further research; this is the second study to use the Teacher Leadership Inventory, as such, it will be beneficial to use the TLI in more applications to collect additional data and to identify norms for the instrument.

Thesis (MTech (Education))--Peninsula Technikon, 2004. / Word processed copy. Summary in English. Includes bibliographical references (leaves 81-85). Also available online.

This was a study that focused on the development of a quantitative instrument that measures the dispositions of teacher education candidates as articulated by the Interstate New Teacher Assessment and Support Consortium (1991). To examine reliability, the statistical analysis included intraclass correlation coefficient and Cronbach's alpha correlation coefficient estimates. Validity evidence based on test content and internal structure was examined. The subject pool for each pilot test was formed from matched pairs of student teachers and their assigned college or university supervisors. The matched pairs attended a private, Christian liberal arts college located in central Illinois or public university located in southern Illinois. The student teachers were senior level undergraduate or graduate college students seeking Illinois teaching certification. The pilot test of the instrument included 23 student teacher candidates and their assigned college or university supervisors. The data collection phase of the study included 103 student teacher candidates and their assigned college or university supervisors. The following findings resulted from the study: 1. It is possible to develop a quantitative instrument that effectively and efficiently measures the construct of professional dispositions of teacher candidates. 2. The instrument developed produced reliable scores. 3. Validity evidence based on instrument content and internal structure supported the intended interpretations of the instrument scores.

abstract: This action research study examined the influence of teacher educator collaboration using portfolios. The participants in this study were teacher educators in a university. The study was designed to combat the limited ways in which teacher educators receive feedback on their teaching. Teacher educator collaboration using portfolios enabled teacher educators to engage in professional learning around the teacher educator pedagogy of rehearsal, receive feedback in multiple ways over one semester, and utilize the feedback to make changes in their instruction. Because the process was cyclical, the measures enabled them to set goals, apply new learning, and engage in continual reflection and growth. A qualitative methods study was employed to investigate: (a) how teacher educators engaged in the collaborative portfolio process, (b) ways in which they found value in the process, and (c) ways in which they made changes to their teaching as a result of the feedback. Data were collected through pre-and post-intervention interviews, observations, and peer triad feedback forms. The study design aligned with two theoretical frameworks: situated learning theory and adult learning theory. Participants filmed themselves teaching twice, administered two teacher candidate feedback surveys, collaborated with their peers to examine their teaching together, and applied the feedback they received in order to strengthen their teaching. Throughout the study and at the conclusion, teacher educators used feedback from their students and peers to reflect on their own practices as teacher educators. The results of this study indicated that the participants found value in the pedagogy of rehearsal, watching their peers teach, and receiving feedback from both their peers and students. The data also showed that the teacher educators made changes to their instruction. Lastly, the participants valued the time to collaborate with peers. Future research should include making modifications to the current collaborative portfolio process to involve evidence of teacher candidate learning, allowing teacher educators to investigate how their practices influence teacher candidate learning. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017