Theses and Dissertations
Issuing Body
Mississippi State University
Advisor
Xu, Jianzhong
Committee Member
Hailey, Leigh Ann
Committee Member
Coats, Linda
Committee Member
King, Stephanie
Date of Degree
12-8-2017
Original embargo terms
Worldwide
Document Type
Dissertation - Open Access
Major
Educational Leadership
Degree Name
Doctor of Philosophy
Degree Name
Doctor of Philosophy (Ph.D)
College
College of Education
College
College of Education
Department
Department of Educational Leadership
Department
College of Agriculture and Life Sciences
Abstract
Previous research has linked self-efficacy to classroom responsibility noting that teachers take on more classroom responsibility when they have confidence in themselves and their abilities. However, the gap to be addressed is with transitioning teachers who transitioned from other careers and those who entered alternate route programs. Previous research has found that these teachers lack self-efficacy because of lack of preparation and classroom experience, yet they still must take on the responsibilities of the classroom. The purpose of this qualitative study was to determine the internal factors that drive classroom responsibility for transitioning teachers who have low self-efficacy. In addition to that, it was also important to try to understand how self-efficacy can be developed in these teachers. The participants for this study were 4 teachers who either completed an alternate route program or transitioned to teaching from another career choice. They teach state-tested subject areas at a 5th and 6th grade elementary school in the rural South. Interviews were conducted with four transitioning teachers to be analyzed along with observations and artifacts. The study yielded the internal factors of motherhood, personal interests, and love as helping these teachers take responsibility for student learning. It was also found that verbal persuasion and vicarious experiences would help in developing self-efficacy in transitioning teachers. The current study challenges the idea of self-efficacy as the primary indicator of teacher responsibility. We are left to suggest that there are other realms to classroom responsibility, especially in transitioning teachers.
DOI
https://doi.org/10.54718/IMQR3066
Recommended Citation
Deanes, Shameeka Renee, "Classroom responsibility in transitioning teachers: What drives it when self-efficacy is lacking?" (2017). Theses and Dissertations. 5053.
https://scholarsjunction.msstate.edu/td/5053