Date
8-2017
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Judy Shoemaker
Keywords
Classroom Management, Collective Case Study, Middle School, Teacher Self-Efficacy
Disciplines
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Education
Recommended Citation
McCain, Patty, "Teacher Perceptions of the Impact of Self-Efficacy on Classroom Management Style: A Case Study" (2017). Doctoral Dissertations and Projects. 1526.
https://digitalcommons.liberty.edu/doctoral/1526
Abstract
The purpose of this qualitative case study was to develop an understanding of how current and former middle school teachers in a suburban school district in northeast Georgia perceive low self-efficacy impacts their classroom management style. The theory guiding this study was Bandura’s (1977) self-efficacy theory as it supported the idea that self-efficacy can determine how one approaches a task, goals, or challenges. Data were collected using a survey, interviews, questionnaires, direct observations, and a focus group. A collective case study approach was used to conduct a holistic analysis to provide detailed descriptions of the themes and patterns that exist across the cases. Four themes emerged from the data analysis process: build relationships, be flexible, convey expectations, and make a difference. The themes were consistent with the relevant literature regarding teacher self-efficacy and classroom management and provided answers to the three research questions proposed in the study.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Other Education Commons
