The relationship between professional development and teacher self-efficacy at Protestant Christian K–12 schools : a quantitative correlational cross-sectional survey.
| dc.contributor.advisor | LeCompte, Karon N. | |
| dc.creator | Roberts-Curtis, Kathi, 1972- | |
| dc.date.accessioned | 2024-07-17T14:14:48Z | |
| dc.date.available | 2024-07-17T14:14:48Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:14:48Z | |
| dc.description.abstract | Christian K–12 schools are under pressure to improve the quality of teaching and learning due to burgeoning school choice options. The increasing numbers of charter schools, homeschooling options, and online schools offer greater competition for students, often for less cost than private schools. In addition, prospective Christian school parents increasingly prioritize teaching quality over shared religious values, thus reducing private Christian schools’ value proposition. As a result, private Christian school leaders are looking for ways to improve the quality of teaching and learning within their schools to attract and keep students. Although teacher quality is difficult to measure, one factor associated with effective teaching is teacher self-efficacy, which is the belief that one can influence student learning. While self-efficacy beliefs are malleable and can improve through high-quality professional development (PD), research shows that many Christian K–12 schools do not offer teachers effective PD. This quantitative correlational study explored the relationship between Protestant Christian K–12 school teachers’ PD activities, years of teaching experience, certification status, and self-efficacy. Using a web-based questionnaire, I surveyed teachers at Christian School International member schools across the United States. Bandura’s (1997) self-efficacy theory, a subset of his social cognitive theory (1977), served as the theoretical framework for the study. According to Bandura (1997), teachers with a strong sense of self-efficacy believe they can influence student learning and are more likely to engage in behaviors associated with quality teaching. Expanding on Bandura’s theory, Tschannen-Moran and Woolfolk Hoy (2001) developed the Teacher Sense of Efficacy Scale (TSES). The TSES measures teacher efficacy beliefs in three dimensions: instructional strategies, classroom management, and student engagement. Correlation results show that teachers with more experience have higher levels of self-efficacy. In addition, regression analyses reveal that the best predictor of teachers’ self-efficacy beliefs for student engagement, instructional strategies, and classroom management is the form of teacher professional learning activities, specifically mentoring. Implications for these results apply to Christian school leaders seeking ways to improve teaching and learning through enhancing teacher self-efficacy. Recommendations for these leaders include prioritizing mentoring and staying abreast of current research into teaching and learning. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12840 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | The relationship between professional development and teacher self-efficacy at Protestant Christian K–12 schools : a quantitative correlational cross-sectional survey. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-08-01 | |
| local.embargo.terms | 2025-08-01 | |
| 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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