Exploring Teacher Self-Efficacy in Management, Instructional Strategies, and Student Engagement in Elementary Urban Classrooms

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Urban Learning, Teaching and Research SIG Roundtable One (Table 19)

Abstract

This mixed-methods explanatory sequential research design explored elementary teachers’ self-efficacy in two large southeastern urban districts. The Teacher Sense of Efficacy Scale was completed by 312 teachers, while resources necessary for enhancing self-efficacy were obtained from 12 teachers in this study’s qualitative component. An overall rating of 7.13 on a 1 (not at all) to 9 (a great deal) Likert scale was obtained, and t-tests comparing novice and veteran teachers yielded statically differences in only classroom management (t = 2.72; p < .04). Specialized training, the establishment of rules/procedures, and positive rewards were identified resources that strengthened classroom management self-efficacy. Implications and future research avenues are offered, including allotting quality time for collaboration and training in classroom practices.

Authors

• Tammarra Tippet, Birmingham City Schools
  Presenting Author

• Paula Bruno, Samford University
  Presenting Author

• Mary E. Yakimowski, Samford University
  Non-Presenting Author