The relationships between teacher stress and self-efficacy levels on elementary students’ academic growth in a Texas, Title I school : a quantitative study.
| dc.contributor.advisor | McCall, Madelon. | |
| dc.contributor.advisor | Kaul, Corina R., 1969- | |
| dc.creator | Hicks, Jessica N., 1981- | |
| dc.creator.orcid | 0009-0006-0054-0041 | |
| dc.date.accessioned | 2024-07-17T14:01:39Z | |
| dc.date.available | 2024-07-17T14:01:39Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:01:39Z | |
| dc.description.abstract | Stress is the most common reason teachers leave the profession early (Diliberti et al., 2021). Several factors cause high stress, such as classroom discipline, negative campus culture (Collie et al., 2012), high-stakes testing, and lack of instructional planning time (Gonzalez et al., 2017). Consequences from stress causing factors include teacher turnover, increased absenteeism, mental and physical health illnesses, and lower students’ academic achievement (Greenberg et al., 2016). Stress-countering measures, such as teacher self-efficacy, may impact teachers’ stress levels and could be used to counter the consequences of stress (Herman et al., 2018). One purpose of this quantitative correlational study was to determine the relationship between teachers’ years of experience, stress levels, self-efficacy levels, and elementary classes’ academic growth in one urban Texas Title I school. The second purpose of this study was to examine if teacher self-efficacy predicted students’ academic growth or teachers’ perceived stress levels. Albert Bandura’s self-efficacy theory provided the framework for this study (Bandura, 1977). I analyzed data the Teacher Self-Efficacy Scale (TSES, Tschannen-Moran & Hoy, 2001), the Perceived Stress Scale (PSS, Cohen et al., 1983; Lee, 2012; Liu et al., 2012), and the Measure of Academic Progress (MAP, NWEA, 2019). The data analysis did not indicate a statistically significant relationship between teachers’ perceived stress, self-efficacy, and MAP growth goals met by the students. There was a strong positive relationship between a teacher’s PSS and MAP (τb = .48). There was a strong negative relationship between the PSS and the TSES classroom management (τb = -.36). However, there was no statistical significance between MAP academic growth data and TSES or MAP academic growth data and PSS. Although previous studies found that a higher self-efficacy level predicted a lower teacher stress level (Betoret, 2009; Caprara et al., 2003), my results did not support this conclusion. Additional research on teachers’ PSS and students’ academic growth with a larger sample would help confirm the data findings from this study since previous research indicated that the higher the PSS the lower the students’ academic growth. It was not evident if the previous research had teachers from Title I campuses. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12797 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | The relationships between teacher stress and self-efficacy levels on elementary students’ academic growth in a Texas, Title I school : a quantitative study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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