Teachers’ Perceptions of Their Responsibility to Cultivate the Self-Efficacy of K-12 Students
The purpose of this study was to gain insight into the views of Kindergarten through 12th grade (K-12) teachers regarding the responsibility they have for cultivating the self-efficacy of K-12 students. The study encompassed the four primary sources of self-efficacy beliefs: mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological state, as theorized by Canadian-American psychologist Albert Bandura (Alexander, 2019). Specifically, the study examined K-12 teachers’ perceptions of their responsibility in cultivating self-efficacy in K-12 school students. The target population was K through 12th grade teachers in the Orange County School District The primary data collection source was based on a cross-sectional survey research design. One hundred and nineteen teachers participated in this research study (33.6% with 0-9 years, 33.6% with 10-20 years, and 32.8% with 21 or more years of teaching experience). This quantitative study provided an understanding of teachers’ beliefs in the benefits of student self-efficacy. In addition, the study determined if teaching experience impacts teachers’ beliefs in the benefits of student self-efficacy training. This research adds to the current body of research pertaining to Social Emotional Learning, specifically in the area of learner self-efficacy. This research provides administrators, both district and local, with feedback on the benefits of learner self-efficacy and how to best meet their teachers’ needs as they promote and develop learner self-efficacy. One-way analysis of variance (ANOVA) was used to determine whether there were any statistically significant differences among groups based on years of teaching experience (0-9 years, 10-20 years, and 21 years or more). A Shapiro-Wilks test of normality was conducted and indicated that responses in all three groups were significant, which means they are all significantly different from normal, or not normally distributed. This study utilized a quantitative method and employed a descriptive and inferential design.
Educational administration|Educational leadership|Developmental psychology|Educational evaluation|Educational psychology
Trellaney Nicolle Lane,
"Teachers’ Perceptions of Their Responsibility to Cultivate the Self-Efficacy of K-12 Students"
ETD Collection for Tennessee State University.