Date of Award

12-23-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Thomas Barrett

Abstract

This study explores the process of self-efficacy development in baccalaureate seeking teacher education majors from the teacher candidate's perspective. Using the mixed methods, quasi-experimental approach, the study measures the impact of a 16-week internship capstone experience on self-efficacy levels of early childhood, middle childhood, and secondary level teacher education majors at five universities in a southeastern state. Key research questions framing the study include those pertaining to the level of change in early childhood, middle childhood, and secondary education teacher candidates' levels of efficacy in the dimensions of classroom management, classroom instruction, and student engagement, noting factors that influenced the change. Quantitative results of the study include multiple group pretest and posttest data derived from the Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001). Qualitative inquiry includes modified grounded theory analysis of semi-structured reflective online threaded discussions. Results reveal important findings to further the understanding of the development and maintenance of the teacher candidate's levels of self-efficacy. Positive changes in teacher efficacy in all areas and in all teacher candidate categories were evidenced. Results in the area of student engagement between early childhood and secondary sub-groups were found to be statistically significant. Specific categories pertaining to factors that influenced changes in efficacy included relationships, situations, and actions.

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