Solution-Oriented Teacher Understanding of School Accountability and How It Influences Perceived Self-Efficacy: A Case Study
School of Education
Doctor of Education (EdD)
accountability, moral, self-efficacy, student achievement
Education | Educational Administration and Supervision | Educational Leadership | Secondary Education and Teaching | Teacher Education and Professional Development
Bankston, Yolonda, "Solution-Oriented Teacher Understanding of School Accountability and How It Influences Perceived Self-Efficacy: A Case Study" (2014). Doctoral Dissertations and Projects. 976.
The purpose of this qualitative case study was to explore how accountability requirements influenced teacher understanding self-efficacy at one high school located in Southern Mississippi. Research questions focused on teacher understanding of how accountability requirements influenced their self-efficacy, the strategies that teachers reported they used to develop solutions to improve self-efficacy, and how teachers reported that administrative support, student discipline, and workload influence their self-efficacy as well. The researcher used field notes, interviews, and an online focus group to collect data from a purposive sample of 10 teachers. Survey results indicated teachers possessed high levels of self-efficacy. Six themes emerged from data analysis. These themes included several ideas: Teacher self-efficacy encompasses both personal and professional self-confidence; accountability is a collaborative effort; knowing students and how to address their individual needs is important for teachers in meeting accountability requirements; knowing teachers and how to address their individual needs is important for administrators in meeting accountability requirements; personal and professional solutions can be applied to help teachers overcome barriers to accountability, and; teachers with higher levels of self-efficacy viewed accountability requirements in a positive light. The research may help establish how positive teacher self-efficacy and constructive school accountability will help students achieve their full potential and academically excel, while helping teachers develop job satisfaction.
Educational Administration and Supervision Commons, Educational Leadership Commons, Secondary Education and Teaching Commons