Community college developmental reading teachers’ feelings of teacher self-efficacy and related variables
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This study described community college developmental reading teachers’ feelings of teacher self-efficacy using a demographic survey and the Teacher Sense of Efficacy Scale (TSES). The 125 participants in the study were developmental reading instructors in community colleges across the country; all participants were surveyed using the short form of the TSES. Demographic and other related variables included the following: gender, age, race/ethnicity, years of K-12 teaching experience, years of postsecondary teaching experience, attainment of a K-12 Reading Certificate, attainment of a Master’s degree in a field related to reading or literacy, attainment of an Educational Specialist degree in reading, attainment of a doctoral degree, frequency of participation in professional development opportunities, and community college employment designation (full-time or adjunct). The significance of this study’s research questions, including the differences in teacher self-efficacy as it related to all demographic and experiential variables, were tested at a p-value of 0.05. It was found that community college reading instructors differ significantly in their feelings of teacher self-efficacy: Instructors of color were found to demonstrate significantly higher scores on the overall teacher self-efficacy measure and the dimension of student engagement. Instructors who had attained a K-12 Reading Certificate differed significantly in the dimension of Classroom Management. Instructors who had attained a doctoral degree differed significantly in their overall feelings of teacher selfefficacy and the dimension of Instructional Strategies. Participants who attended professional development opportunities on a frequent basis were found to demonstrate significantly higher scores on the overall feelings of teacher self-efficacy and on the dimension of Strategy Instruction than those who seldom participated in opportunities for professional development. There was no statistically significant difference in feelings of teacher self-efficacy by employment designation.
Table of Contents
Introduction -- Review of Literature -- Methodology -- Presentation and analysis of data -- Discussion of findings, implications, future research, and conclusion -- Appendix. Short form of the Teachers’ Sense of Efficacy Scale -- Appendix. Permission to use the TSES -- Appendix Demographic survey -- IRB Notice of Exempt Determination -- Appendix. Participant information letter
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Ph.D.