Date of Award
1-1-2020
Document Type
Thesis
Degree Name
Ed.D. in Education
First Advisor
Douglas R. Davis
Second Advisor
Stacy R. Niemeyer
Third Advisor
Susan McClelland
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
Teacher efficacy is closely connected to student achievement and teacher retention. The applied research explored how rethinking certain aspects of professional development would impact the efficacy of the teachers in an upper elementary building. The research program included two distinct components. School administrators redesigned after school professional development sessions in order to allow teachers to facilitate their own learning and lead sessions on areas of interest. The second component was a structural model that alloearly-career educators to visit other classrooms. Both of the components shosome promise for increasing teachers’ sense of efficacy, but the response from the after-school sessions was the most positive. The time together after school did the most for increasing the overall health of the school culture, a necessary component for improved efficacy and organizational change.
Recommended Citation
Gray, Duncan, "Building Efficacy In Early-Career Teachers: An Applied Research Study On The Role Of Professional Development On Teacher Efficacy" (2020). Electronic Theses and Dissertations. 1898.
https://egrove.olemiss.edu/etd/1898