Teacher Self-Efficacy in A Classical Christian Environment Versus A Traditional Christian Environment
School of Education
Doctor of Education (EdD)
Classical Christian Education, Classical Model, Instructional Practices, Student Engagement, Teacher Self-efficacy, Traditional Christian Education
Adult and Continuing Education Administration | Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Administration and Supervision | Other Education
Anderson, Emily, "Teacher Self-Efficacy in A Classical Christian Environment Versus A Traditional Christian Environment" (2016). Doctoral Dissertations and Projects. 1180.
Teachers in a classical Christian environment oftentimes are not taught in the classic manner themselves, requiring different training from that in teacher-education programs. This study compared teacher self-efficacy between traditional Christian-education environments and classical Christian-education environments. The purpose of this quantitative study was to discover if teachers’ perceptions of student engagement and instructional practices differ between a classical Christian environment and a traditional Christian environment. The research questions in this study explored whether teachers perceptions in traditional or classical education settings significantly differed with regard to student-engagement and instructional-strategies self-efficacy. This study was a causal-comparative quantitative research study with a nonexperimental design. The instrument, the Teacher Self-Efficacy Scale-Long Form (TSES-LF), contains two subscales used to measure the dependent variables of instructional-strategies teacher self-efficacy and student-engagement teacher self-efficacy. Results yielded no statistically significant difference between teachers in a classical Christian environment and a traditional Christian environment in answering the research questions pertaining to student-engagement self-efficacy and instructional-strategies self-efficacy. In conclusion, although no statistically significant differences emerged between the two groups in instructional-strategies teacher self-efficacy or student-engagement teacher self-efficacy, this study will help administrators put forward future professional-development efforts that align with teachers’ needs, based on teaching environment and how teachers believe they are performing.
Adult and Continuing Education Administration Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Other Education Commons