Paige LacksFollow

Date

12-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Scott B Watson

Keywords

Academic Press, Collegial Ladership, Community Engagement, School Climate, Teacher Professionalism, Teacher Self-Efficacy

Disciplines

Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Psychology | Elementary and Middle and Secondary Education Administration | Other Education

Abstract

This quantitative study examined the relationship between school climate, teacher self-efficacy, and teacher beliefs. Teachers at two middle schools in rural southern Virginia participated in the study. Middle school teachers were surveyed using the School Climate Index to collect information about teacher-perceived views on their school’s climate and the Teacher Sense of Efficacy Scale to gather information about teacher self-efficacy. Pearson Product-Moment Correlations were used to measure the relationship between school climate and teacher self-efficacy as well as teacher self-efficacy and four teacher-perceived climate factors, including collegial leadership, teacher professionalism, academic press, and community engagement. Data analysis did not provide evidence of a significant relationship between school climate and teacher self-efficacy. A positive correlation, however, was found in the relationship between teacher self-efficacy and community engagement. Recommendations for future research include replicating this study in elementary and high schools as well as in schools with different demographics, populations, and accreditation statuses to determine generalizations about school climate and teacher self-efficacy.

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