Date
11-2021
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Susan Quindag
Keywords
Teacher-efficacy, standards-based education, reform, technology, professional development, self-efficacy
Disciplines
Education | Educational Administration and Supervision
Recommended Citation
Nesbeth, Jemmeta DeMay, "Teacher-Efficacy with Standards-Based Education for Eighth-Grade Mathematics in a 21st -Century-Skill Framework: A Case Study" (2021). Doctoral Dissertations and Projects. 3288.
https://digitalcommons.liberty.edu/doctoral/3288
Abstract
The purpose of this case study was to describe eighth-grade mathematics teachers' perception of teacher-efficacy and standards-based education within a 21st-century framework at a large suburban school district in North Carolina. Rotter's locus of control theory and Bandura's self-efficacy theory provide the guiding theoretical frameworks for this study. Both theories explain the personal characteristics of teacher qualities related to learning outcomes. This study addressed the following central research question: What is the perceived self-efficacy of eighth-grade mathematics teachers and standards-based education? I applied the extreme case sampling method to select the 12 unique participants and provide different perspectives. I collected data from documents, journal prompts, and interviews. Strategies for the data analysis consisted of confidential monitoring of the obtained data, memoing the key formulated ideas, codifying and identifying emerging themes. The study confirmed that districts must train teachers to develop high levels of teacher-efficacy as they research and use evidence-based instructional strategies to improve student performance.
