School of Education


Doctor of Education (EdD)


Paul Tapper


Character Education, Efficacy Beliefs, Self-Efficacy, Teacher Efficacy




Research in the field of education has identified both the importance of character education in schools and the relationship between teacher efficacy and student success. While several studies have examined teacher efficacy beliefs for character education, more specific research was needed in order to understand the variances in efficacy beliefs, as well to help determine possible improvements in implementation, professional development, and teacher support. This quantitative study examined the efficacy beliefs of middle school teachers in northeast Georgia. Guiding the study were the following two research questions: (1) Will the character education efficacy beliefs of middle school teachers in private, faith-based schools differ from those in public schools? and (2) Will the character education efficacy beliefs of middle school teachers differ based upon their level of teaching experience? A convenience sample (N = 127) of willing public and private, faith-based middle school teachers within a 50-mile radius of northeast Georgia completed the Character Education Efficacy Belief Instrument anonymously. While statistical analysis did not identify significant differences in teacher character education efficacy beliefs based upon level of teaching experience or through an interaction of the two independent variables, a difference in the character education efficacy beliefs of teachers based on type of school program was found to be statistically significant.

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