Date of Award
8-25-2023
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Debbie Smith
Committee Members
Latwayla Knowlton; Timberly Baker
Call Number
ISBN 9798380147668
Abstract
The purpose of this study was to learn from the experiences of teachers who have had at least five Black middle school students (Grades 5–8) meet or exceed their performance level expectations on the English Language Arts TNReady assessment by identifying the factors that contributed to teachers’ sense of efficacy related to their experience. Using social cognitive theory as the theoretical framework and self-efficacy theory as a focal point, this qualitative phenomenological study examined how dimensions of teacher efficacy such as instructional strategies and teacher-student relationships, which include classroom management and student engagement practices, may provide avenues for increasing academic achievement for Black students. Semi-structured interviews addressing three research questions served as the foundational research and evidence collected from 10 study participants. The study revealed that mastery experiences, adept content knowledge, belief in students, and ability to adapt were the primary factors that increased teachers’ sense of self-efficacy. Additionally, factors across all three research questions such as building relationships with students, creating safe and supportive environments, and developing engaging and relevant activities contributed to positive academic achievement in ELA. The results indicated that teachers’ self-efficacy, influenced by teacher-to-student interactions, enabled teachers to instruct students using individualized learning plans and effective classroom management practices to influence student outcomes. Overall, the research findings will help to identify research-based educational best practices for instruction, develop school-based professional development opportunities, and prepare future teachers through teacher preparation programs.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Lowe, Bryan David, "Exploring Teachers’ Perceived Sense of Efficacy on Black Student Achievement in Reading for Grades 5–8" (2023). Student Theses and Dissertations. 177.
https://arch.astate.edu/all-etd/177
