|Institution:||Louisiana State University|
|Keywords:||elementary; school climate; teacher self-efficacy|
|Full text PDF:||http://etd.lsu.edu/docs/available/etd-11112014-150356/|
Years of failed school reform speak to the need for a larger body of evidence that prioritizes the factors documented to be pivotal to student success. Research consistently demonstrates that teachers may be the most influential factor; therefore, it is necessary to critically understand the skills and personal competencies retained by highly effective teachers. One such competency is teacher self-efficacy, which is broadly defined as a belief in ones abilities to influence student achievement. The construct has been shown to relate to a host of positive outcomes for both teachers and students. Given the significance of and implications for teacher self-efficacy, investigations of its relationship to school-based factors may prove valuable. As such, the present study utilized correlation and regression analyses to systematically examine the relationship between teacher self-efficacy and school-based factors, including teachers perception of school climate, years of teaching experience, number of years teaching at current school, and education level. Fifty educators working in public elementary schools in Southeastern Louisiana participated in the study. Other than a significant correlation between teachers number of years of teaching at current school and general teaching efficacy, the results were inconclusive as to any significant relationship between teacher self-efficacy and the measured school-based variables. Potential factors influencing these findings and implications for future research are discussed.