Date
7-2021
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
David Gorman
Keywords
former teacher-coaches, non-coaching teachers, self-efficacy, teacher-coaches, teacher efficacy
Disciplines
Education
Recommended Citation
Goostree, Ryan Matthew, "A Comparative Analysis of Self-Efficacy among Varying Groups of Coaching Experience of Teachers in Northern Middle Tennessee" (2021). Doctoral Dissertations and Projects. 3070.
https://digitalcommons.liberty.edu/doctoral/3070
Abstract
The purpose of this causal-comparative study was to measure the variable of self-efficacy among teacher-coaches, former teacher-coaches, and non-coaching teachers to identify differences in individual beliefs of themselves. Determining whether a difference exists in self-efficacy among teacher-coaches, former teacher-coaches, and non-coaching teachers can provide insight into how the role of a teacher-coach influences various instructional beliefs within the role. The researcher investigated how teacher self-efficacy impacts the competing job demands of teacher-coaches and teachers. The researcher used a causal-comparative design to measure overall teacher self-efficacy of each group. To measure self-efficacy, the researcher used the Teacher Sense of Efficacy Scale. A convenience sampling procedure was used for this study and the sample included a population of teachers from a middle Tennessee school district. The researcher distributed online surveys via electronic mail to a county list of middle and high school teachers. The sample size was 126 teachers. The data were analyzed using an analysis of variance. The dependent variable was overall teacher self-efficacy while the independent variable was coaching experience. The researcher used an ANOVA for data analysis of the independent and dependent variables. Data analysis revealed no significant difference in overall teacher-efficacy between teacher-coaches, former teacher-coaches, and non-coaching teacher. Limitations of the study include the causal-comparative design, self-reported data, and lack of generalizability to a larger population. Recommendations for further research include using a larger sample size and evaluating other constructs using the groups of non-coaching teachers and teacher-coaches.
