Date of Award

Summer 8-7-2017

Document Type

Dissertation

Degree Name

Doctorate of Education, Ed.D.

College

College of Education

Department

Education

First Advisor

Chad Becker, Ph.D.

Second Advisor

Melanie Boyle, Ph.D.

Third Advisor

Kallen Dace, Ed.D.

Abstract

This quantitative study focused on examining the relationship between teacher self-efficacy and their use of writing practices in teaching writing. Participants included elementary kindergarten through fifth grade teachers in a large school district in northeastern United States. The following research questions guided this study: Is there a statistically significant relationship between overall teacher self-efficacy and the amount of time teachers spend using specific practices in writing instruction? Is there a statistically significant relationship between teaching self-efficacy factor of personal self-efficacy and the amount of time teachers spend using specific practices in writing instruction? Is there a statistically significant relationship between teaching self-efficacy factor of general teaching efficacy and the amount of time teachers spend using specific practices in writing instruction? The study was conducted online and combined two previously used surveys. The results of this study indicated that there is a small but statistically significant correlation between both Teaching Efficacy and Personal Teaching Efficacy and the use of many instructional practices in writing. This study did not show any correlation between General Teaching Efficacy and any of the writing practices surveyed. There was no correlation between Teaching Efficacy and practices designed to connect writing to the home environment.

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