Theses and Dissertations

Advisor

Williams, Frankie

Committee Member

Javorsky, Kristin

Committee Member

McMullen, Leigh

Committee Member

Tharp, Paula

Date of Degree

5-15-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (P-12 Leadership)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Department of Teacher Education and Leadership

Abstract

Through interviews with a diverse group of educators across grade levels and subject areas, the researcher explored teachers’ lived experiences focused on their instructional efficacy and teaching practices influencing student success. Guided by Bandura’s self-efficacy theory, the purpose of the study was to examine how teachers’ beliefs in their instructional capabilities shaped their classroom practices. The researcher analyzed participants’ narratives using a thematic analysis approach to identify recurring patterns and themes related to instructional practice, professional beliefs, and classroom experiences. Participants represented varying years of teaching experience, content areas, and school contexts, providing a comprehensive perspective on instructional efficacy across educational settings. Findings revealed emergent themes including teachers employing adaptive instructional strategies, maintaining high expectations, and persisting through instructional challenges as central to fostering student engagement and academic growth. Participants also emphasized the role of mastery experiences, vicarious learning, social persuasion, and emotional states—key constructs of Bandura’s self-efficacy framework—in shaping their instructional confidence. Teachers reported that reflective practice, collaboration with colleagues, and ongoing professional development enhanced their instructional efficacy, while supportive leadership and positive student relationships further reinforced their confidence in instructional delivery. Overall, the study highlights the critical role of instructional efficacy in shaping classroom practices and influencing student learning outcomes. Implications for educational leaders and policymakers include the need for targeted professional development, supportive instructional leadership, and organizational structures that promote teacher reflection, collaboration, and efficacy-building experiences to strengthen instructional effectiveness and improve student achievement.

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