Thesis (Ph.D.)--Ohio University, August, 2005. / Includes bibliographical references (leaves 92-108)

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vi, 113 p. Includes abstract. Includes bibliographical references (p. 93-99).

Thesis (M.S.)--Michigan State University, 2004. / Includes bibliographical references (leaves 56-58).

Dissertation (Ph.D.)--University of Toledo, 2009. / Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy degree in Counselor Education." Bibliography: leaves 110-119.

Class of 2014 Abstract / Specific Aims: To assess the impact of provider outreach for an MTM program by comparing two formats of recommendations: a general informational fax and a prescription template fax. Methods: This study was a retrospective analysis of pharmacist recommendations at an MTM center in 2012. Recommendations were made following either a comprehensive medication review with a patient or of available pharmacy claims. Interventions included in this analysis were those made to improve patient treatment through the use of medications consistent with national treatment guidelines (“guideline alerts”) or those made to reduce cost (“cost alerts”). A recommendation was a success if the change in medication therapy was noted in claims data within 120 days. The success rates between the two interventions were compared using Chi square. Main Results: The overall success rate was 20.9% (10,947/52,409). For guideline alerts, there was a significant difference in the acceptance of prescription faxes (13.1%) versus informational faxes (9.9%) (P <0.001). Prescription faxes recommending the addition of an ACE inhibitor for hypertension in diabetic patients was significantly higher compared to informational faxes in females over 60 years old (14.8% vs. 10.00%, P <0.001) and all males (13.2% vs. 9.9%, P <0.001). For cost alerts, there was a statistically significant difference in the acceptance of prescription faxes (49.7%) versus informational faxes (37.7%) (P <0.001). Conclusion: Prescription faxes produce higher rates of acceptance for guideline and cost recommendations. While both prescription and informational faxes could be used to further improve the communication between prescribers and pharmacists that provide MTM services, providers may prefer specific prescription faxes.

This is a quantitative, exploratory study focusing on self-efficacy and ways of coping of male and female first-year psychology students at a university in the Nelson Mandela Metropole. The study aimed to explore and describe the relationship between The General Perceived Self- Efficacy Scale and the Ways of Coping Questionnaire of first-year university psychology students. A non-probability convenience sampling technique was employed. The sample consisted of 34 males and 94 females between the ages of 18 and 21 years, who were registered for a first-year psychology module. Descriptive and inferential statistics were used to analyse the data. The results showed moderate correlations between general perceived self-efficacy and problem-focused and focusing on the positive as ways of coping. In addition, the results showed significant relationships between general perceived self-efficacy and problem-focused coping, seeking social support and focusing on the positive as ways of coping. Gender differences with regards to the constructs of coping and self-efficacy were also explored. Limitations of the present research were noted and recommendations for future research were proposed.

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Thesis advisor: Raquel Muñiz / Research has shown that collective efficacy, school-based leadership, and social and emotional (SEL) competencies positively contribute to student success. In the context of education, collective efficacy refers to whether teachers believe in the ability and capacity of their colleagues to support the achievement of all students. Limited research has examined the bridge between leadership practices and the primary sources of collective efficacy: mastery experiences, vicarious experiences, verbal/social persuasion, and affective states. The purpose of this qualitative case study was to identify leadership practices and determine how they shaped the sources of collective efficacy. Findings indicated that leadership practices – meeting time, professional development, positive praise, coaching, feedback, and sharing expertise – modeled the SEL competencies of social awareness, relationship skills, and responsible decision-making. Implications of these findings further establish the sources of collective efficacy as influential factors that shape adult interactions, actions, reflections, and ultimately, student achievement. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Submitted in fulfilment of the requirement for the degree DOCTOR OF EDUCATION in the Department of Psychology of Education of the Faculty of Education at the University of Zululand, 2002. / The aims ofthis research were: • To detennine the status of teacher efficacy in a number of selected schools in KwaZulu-Natal. • To suggest a number of recommendations for the improvement of teacher efficacy in these schools. The life-world of the teacher involves a complex network of relationships with himself, with ideas, with objects and with others. Teachers are achievement oriented. Most teachers strive to realise their full potential through self-actualisation. Various studies have been conducted on teacher efficacy to determine the different dynamics that influence teacher motivation, teachers' professional esteem, thinking, decision-making, and classroom discipline and management. Results have shown that teachers with a high sense of efficacy are generally strongly motivated and satisfied with their jobs, persevere when faced with obstacles, maintain good classroom discipline, and attempt to bring out the best in their students. Conversely, teachers with a low sense of efficacy give up easily when faced with obstacles, are afraid to accept challenges, feel inadequate in the classroom, and harbour feelings of guilt and trepidation when their students perform poorly. For the purpose of the empirical investigation, a structured questionnaire "vas used. Teachers from schools in the City of Durban District were asked to complete the questionnaire. An analvsis was done of the 150 completed questionnaires that were returned. The data obtained was processed and interpreted by means of descriptive and inferential statistics. The null hypothesis, namely that there is no relation between the teacher's experience of the teaching situation and his efficacy, that is, the power to produce the effect wanted, has to be accepted. In conclusion, a summary and certain fmdings emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: • Teachers need to be developed professionally. Proactive professional development programmes should be designed to extend the personal strengths of teachers. Professional development provides opportunities for teachers to acquire new skills and attitudes which can enhance their efficacy. • Teaching conditions need to be reformed. This involves transforming the microsystem, mesosystem, exosystem, and macrosystem. Teachers need to undertake initiatives which are designed to improve their efficacy. At the same time, school management and education authorities need to improve working conditions so that more effective teaching can take place. • Teachers need to be satisfied \vith their jobs in order to perform effectively. The workload of teachers needs to be reduced considerably to enable them to focus more on particular tasks. Furthermore, teachers reqmre greater incentives to motivate them to perform more effectively. • Stress in the workplace needs to be reduced if teachers are to perform optimally. The onus rests on all role players to make a concerted effort to control the level of stress in the workplace

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