The Impact of Student Engagement, Instructional Strategies, and Classroom Management on Self-Efficacy of Christian Private School Teachers
School of Education
Doctor of Education (EdD)
Classroom Management, Instructional Strategies, Private School, Self-Efficacy, Student Engagement
Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology
Cason, Monica, "The Impact of Student Engagement, Instructional Strategies, and Classroom Management on Self-Efficacy of Christian Private School Teachers" (2018). Doctoral Dissertations and Projects. 1721.
The purpose of this quantitative correlational research study was to investigate variables that best predict Christian private school teachers’ efficacy. Specifically, the study addresses the question of how the predictor variables of gender, age, ethnicity, professional qualification, and school status relate to efficacy in student engagement, instructional strategies, and classroom management. The present study contributes to the limited resources for research concerning efficacy of a teacher. Approximately 138 teachers from northeast Florida Christian private schools completed the Teacher Self-Efficacy Scale–Short Form. The instrument developed for assessing efficacy also targeted instructional strategies, classroom management, and student engagement. A target sample was identified and after data collection and participant efficacy perceptions was analyzed by a multiple linear regression to investigate the relationships between subscales. Through a correlational research design, data was analyzed using a multiple regression and frequencies were run to identify any missing data or errors.
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons