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A Correlational Study of the Relatio...

Towner, Valmadge TeErino.

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A Correlational Study of the Relationship Between Teacher Self-Efficacy and Student Achievement In the Mississippi Delta.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Correlational Study of the Relationship Between Teacher Self-Efficacy and Student Achievement In the Mississippi Delta./
Author:	Towner, Valmadge TeErino.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
Subject:	Education, School Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3447118
ISBN:	9781124516011

A Correlational Study of the Relationship Between Teacher Self-Efficacy and Student Achievement In the Mississippi Delta.
Towner, Valmadge TeErino.

A Correlational Study of the Relationship Between Teacher Self-Efficacy and Student Achievement In the Mississippi Delta. - 129 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ph.D.)--The University of Mississippi, 2010.

Throughout the nation, school districts are beset with the challenge of meeting final goals established by the No Child Left Behind Act (2001) and its mandates for student achievement. No Child Left Behind (2001) requires by 2013 that all students be proficient or advanced in certain academic content areas as measured by various state assessments those students will take. In effect, the era of high stakes testing in all states has led educators to seek ways to predict and determine results of student achievement among students. However, little research has been conducted on the influence of one construct of teaching efficacy, teacher self-efficacy and precisely its relationship with respect to the performance and achievement of students on state-mandated standardized achievement tests. Given that external factors mediate and affect individual student performance (Ross, 1994; Tucker, 2005), the relationship between teacher self-efficacy and student outcomes and subsequent implications for enhancing school effectiveness are examined in this study. Hence, schools and school districts must seek out all possible means to help increase student achievement.

ISBN: 9781124516011Subjects--Topical Terms:

1669346
Education, School Administration.

A Correlational Study of the Relationship Between Teacher Self-Efficacy and Student Achievement In the Mississippi Delta.
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020 $a 9781124516011
035 $a (UMI)AAI3447118
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100 1 $a Towner, Valmadge TeErino. $3 1679238
245 1 2 $a A Correlational Study of the Relationship Between Teacher Self-Efficacy and Student Achievement In the Mississippi Delta.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
500 $a Adviser: RoSusan Bartee.
502 $a Thesis (Ph.D.)--The University of Mississippi, 2010.
520 $a Throughout the nation, school districts are beset with the challenge of meeting final goals established by the No Child Left Behind Act (2001) and its mandates for student achievement. No Child Left Behind (2001) requires by 2013 that all students be proficient or advanced in certain academic content areas as measured by various state assessments those students will take. In effect, the era of high stakes testing in all states has led educators to seek ways to predict and determine results of student achievement among students. However, little research has been conducted on the influence of one construct of teaching efficacy, teacher self-efficacy and precisely its relationship with respect to the performance and achievement of students on state-mandated standardized achievement tests. Given that external factors mediate and affect individual student performance (Ross, 1994; Tucker, 2005), the relationship between teacher self-efficacy and student outcomes and subsequent implications for enhancing school effectiveness are examined in this study. Hence, schools and school districts must seek out all possible means to help increase student achievement.
520 $a With that said, the study determines the nature and degree of the correlation between teacher self-efficacy and mean student achievement in six school districts in the Mississippi Delta. The independent variable for the study is teacher self-efficacy which is determined by the Ohio state teacher efficacy scale (OSTES). The dependent variable for the study is student achievement data which is based upon data from spring 2008 and spring 2009 Mississippi curriculum test 2 scores. Individual levels of the teacher self-efficacy are correlated with aggregated mean scores of student achievement on two content areas for grades 3 through 8 on the MCT2. Such demand to increase student achievement has highlighted the importance of understanding the role of teacher efficacy.
590 $a School code: 0131.
650 4 $a Education, School Administration. $3 1669346
690 $a 0461
710 2 $a The University of Mississippi. $3 1019522
773 0 $t Dissertation Abstracts International $g 72-05A.
790 1 0 $a Bartee, RoSusan, $e advisor
790 $a 0131
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3447118