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Teacher Perspectives on Administrator Support and Its Effect on Teacher Self-efficacy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Perspectives on Administrator Support and Its Effect on Teacher Self-efficacy./
Author:	Bryson, Mallory Janine.
Description:	1 online resource (303 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9781392222515

Teacher Perspectives on Administrator Support and Its Effect on Teacher Self-efficacy.
Bryson, Mallory Janine.

Teacher Perspectives on Administrator Support and Its Effect on Teacher Self-efficacy. - 1 online resource (303 pages)

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--The University of West Florida, 2019.

Includes bibliographical references

Many factors can influence a teacher's self-efficacy beliefs, including the support of his or her administrators-the principal and assistant principal. This interpretive phenomenological study sought to describe the influence that administrator support had on teacher self-efficacy. The conceptual framework of this study was Bandura's (1986) social cognitive theory with a specific focus on the construct of self-efficacy (Bandura, 1977a). The research questions addressed the impact of a supportive administrator and sought to describe specific examples of administrator practices that influenced individual teacher self-efficacy. Data were collected through in-depth interviews with teachers in a school district in the southeastern United States. Participants were selected for interviews based on their experiences in education with multiple administrators. All interviews were taped, transcribed, and analyzed using coding and thematic analysis. The study provided detailed descriptions of how administrative support influenced teacher self-efficacy and examples of supportive administrative practices. Six supportive administrator practices were identified: communication, monitoring and evaluating instruction, providing contingent rewards and recognition, situational awareness, consideration, and consistency. Supportive administrator practice influenced teacher self-efficacy through five themes: increasing confidence, motivation, feeling valued, reinforcement, and leaving or staying in a school or the profession. This study could contribute to positive change in administrator/teacher relationships and help administrators increase teacher self-efficacy, thereby leading to increased quality of instruction, focus on academics, positive learning environments, and student achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781392222515Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Administrator supportIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Perspectives on Administrator Support and Its Effect on Teacher Self-efficacy.
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502 $a Thesis (Ed.D.)--The University of West Florida, 2019.
504 $a Includes bibliographical references
520 $a Many factors can influence a teacher's self-efficacy beliefs, including the support of his or her administrators-the principal and assistant principal. This interpretive phenomenological study sought to describe the influence that administrator support had on teacher self-efficacy. The conceptual framework of this study was Bandura's (1986) social cognitive theory with a specific focus on the construct of self-efficacy (Bandura, 1977a). The research questions addressed the impact of a supportive administrator and sought to describe specific examples of administrator practices that influenced individual teacher self-efficacy. Data were collected through in-depth interviews with teachers in a school district in the southeastern United States. Participants were selected for interviews based on their experiences in education with multiple administrators. All interviews were taped, transcribed, and analyzed using coding and thematic analysis. The study provided detailed descriptions of how administrative support influenced teacher self-efficacy and examples of supportive administrative practices. Six supportive administrator practices were identified: communication, monitoring and evaluating instruction, providing contingent rewards and recognition, situational awareness, consideration, and consistency. Supportive administrator practice influenced teacher self-efficacy through five themes: increasing confidence, motivation, feeling valued, reinforcement, and leaving or staying in a school or the profession. This study could contribute to positive change in administrator/teacher relationships and help administrators increase teacher self-efficacy, thereby leading to increased quality of instruction, focus on academics, positive learning environments, and student achievement.
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653 $a Teacher self-efficacy
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