Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Beverly Boals Gilbert; Randy Caffey
Call Number
ISBN 9798280760684
Abstract
The achievement gap among disadvantaged student populations in Louisiana’s public schools highlights the critical need for equitable educational practices for all students to be successful. This qualitative case study explores the relationships between teacher efficacy and student achievement in two low-performing schools servicing grades sixth through eighth in a rural Louisiana school district. Using Albert Bandura’s Social Cognitive Theory as a framework, the study explores how teacher self-efficacy impacts instructional quality and student performance. Through semi-constructed interviews with six participants and document analysis of the Louisiana Department of Education’s Compass Observation Rubric and Value-Added Model (VAM) scores, the study collected comprehensive data to investigate factors contributing to teacher efficacy and its impact on student achievement. Findings revealed that when meaningful relationships between teachers and students are prioritized, they enhance the quality of instruction and contribute significantly to student success. Both target schools exited UIR status in 2024, demonstrating progress through focused interventions and instructional practice. The results noted the critical role of teacher efficacy in improving educational outcomes, revealing that teachers with high self-efficacy demonstrated effective instructional practices and fostered positive classroom environments that supported student achievement. By addressing gaps in existing literature, this study provided actionable insights into strategies for building confident teachers, improving equitable access to quality instruction, and fostering sustained academic growth in disadvantaged schools. These findings contribute to broader efforts to ensure equity in education for all students.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Percle, Kristin Carriere, "Examining teacher efficacy and academic achievement: A qualitative exploration of middle schools in a rural Louisiana school district" (2025). Student Theses and Dissertations. 1050.
https://arch.astate.edu/all-etd/1050
