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Relating 2004-2005 and 2005-2006 beginning, public, elementary, teachers’ perceptions of support, efficacy beliefs, and performance on Praxis III

Moore, Raeal
http://rave.ohiolink.edu/etdc/view?acc_num=osu1181758980

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
Teachers’ sense of efficacy, defined as “teacher’s belief in his or her own capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (Tschannen-Moran et al., 1998, p. 233), has consistently been related to positive teacher behavior and student achievement for over the past 30 years. The target population for this study was all first year teachers employed in public elementary school buildings in the 2004-2005 and 2005-2006 academic years in the State of Ohio. Data came from past Teacher Quality Partnership Inservice Survey administrations, specifically in the 2004-2005 and the 2005-2006 academic years and Praxis III scores developed by Educational Testing Services. This resulted in 441 respondents who had both Inservice Survey responses and Praxis III scores. Respondents were mostly female and white and rated themselves as highly efficacious. Beginning teachers reported having roughly half of the professional development support and support outside the classroom in their first year of teaching. Over half of beginning teachers had less than an hour a week interacting with their mentor and almost 50% had less than an hour of a mentor observing the beginning teachers’ classroom. Beginning teachers in the current sample had high Praxis III scores. Mentor interaction had a positive effect on beginning teachers’ perceptions of being helped. Beginning teachers perceive having more help from their mentor with less than one hour of weekly interaction relative to those that reported having no weekly mentor interactions. When first year teachers interact with their mentors at least some time during the week this increased their perceptions of being helped, however, this impact appeared to have a diminished return, where more than one hour did not improve perceptions of helpfulness relative to those who had three or more weekly hours. Only professional development support and support received outside the classroom was statistically related to efficacy for student engagement. In addition, efficacy for classroom management was significantly related to beginning teachers’ Praxis III total score. Data interpretations, particularly with respect to the degree significant results are meaningful, are discussed.
William Loadman (Advisor)
447 p.
Education, Tests and Measurements
Teacher Education; Praxis III; Ohio; First-year teachers; teachers' sense of efficacy; Professional development; Induction experiences; Mentoring

Recommended Citations

Citations

  • Moore, R. (2007). Relating 2004-2005 and 2005-2006 beginning, public, elementary, teachers’ perceptions of support, efficacy beliefs, and performance on Praxis III [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1181758980

    APA Style (7th edition)

  • Moore, Raeal. Relating 2004-2005 and 2005-2006 beginning, public, elementary, teachers’ perceptions of support, efficacy beliefs, and performance on Praxis III. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1181758980.

    MLA Style (8th edition)

  • Moore, Raeal. "Relating 2004-2005 and 2005-2006 beginning, public, elementary, teachers’ perceptions of support, efficacy beliefs, and performance on Praxis III." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1181758980

    Chicago Manual of Style (17th edition)

osu1181758980
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.