Date
4-2019
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Michelle Barthlow
Keywords
Public Charter Schools, Teacher Efficacy, Comparative Analysis, Traditional Public Schools
Disciplines
Education | Educational Leadership
Recommended Citation
Capwell, Sara, "A Comparative Study of Teacher Efficacy in Charter and Traditional Public Schools" (2019). Doctoral Dissertations and Projects. 2043.
https://digitalcommons.liberty.edu/doctoral/2043
Abstract
The purpose of this study was to determine if a significant difference exists between classroom teacher efficacy in traditional public schools and public charter schools as an overall measure as well as in the specific areas of student engagement, instructional strategies, and classroom management. The methodology was that of a quantitative causal comparative ex post facto study with sample participants located in school districts in central Florida. The accredited districts included more than 300 schools, more than 50 of which were charter schools. The results of the independent t-tests for overall teacher efficacy, teacher efficacy for student engagement, teacher efficacy for instructional practices, and teacher efficacy for classroom management indicate that no significant difference exists between charter and traditional public school teachers. Based upon the results included in this study, however, it can be concluded that teachers in charter schools feel that they can positively impact student performance in the areas of student engagement and classroom management. It is recommended that further research examine the reasons why these differences exist and how these factors impact student achievement.
