School of Education


Doctor of Education (EdD)


Cristie McClendon


accountability, moral, self-efficacy, student achievement


Education | Educational Administration and Supervision | Educational Leadership | Secondary Education and Teaching | Teacher Education and Professional Development


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.