Solution-Oriented Teacher Perceptions of School Accountability and How It Influences Their Perceived Self-Efficacy (Research Proposal Sample)

SOLUTION-ORIENTED TEACHER PERCEPTIONS OF SCHOOL ACCOUNTABILITY AND HOW IT INFLUENCES THEIR PERCEIVED
SELF-EFFICACY
By
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the EDUC 989 Course
Solution-Oriented Teacher Perceptions of School Accountability and How It Influences Their Perceived Self-Efficacy
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education
APPROVED BY:
Cristie McClendon, Ph.D, Committee Chair
Yvonne McCastle, Ed.D, Committee Member
Leeson Taylor, Ed.D, Committee Member
Scott Watson, Ph.D., Associate Dean, Advanced Programs
ABSTRACT
The purpose of this qualitative case study is to explore teacher perceptions of school accountability and how it influences their perceived self-efficacy in Southern Mississippi. Prior research studies focused on the problem of self-efficacy, but few focused on solutions that teachers generated as individuals to maintain their perceived ability to do their jobs in light of high stakes testing and accountability requirements. Research questions focus on teacher perceptions of how accountability requirements influence their self-efficacy, the strategies that teachers report they use to develop solutions to their lack of self-efficacy or times when it is low, and how teachers report that administrative support, student discipline and workload influence their self-efficacy as well. The researcher will use the Norwegian Teacher Self-Efficacy Survey, interviews and an online focus group to collect data. The research may help establish how positive teacher self-efficacy and constructive school accountability will help students achieve their full potential and academically excel while helping teachers develop job satisfaction.
Key words: morale, self-efficacy, student achievement, leadership, teacher, student
Copyright Page
Acknowledgments Page
Table of Contents
ABSTRACT PAGEREF _Toc348610832 \h 3
Copyright Page PAGEREF _Toc348610833 \h 4
Acknowledgments Page PAGEREF _Toc348610834 \h 5
Table of Contents PAGEREF _Toc348610835 \h 6
List of Tables PAGEREF _Toc348610836 \h 9
List of Figures PAGEREF _Toc348610837 \h 10
TOC \o "1-3" \h \z \u ABSTRACT PAGEREF _Toc358976750 \h iii
Copyright Page PAGEREF _Toc358976751 \h iv
Acknowledgments Page PAGEREF _Toc358976752 \h v
CHAPTER ONE: INTRODUCTION PAGEREF _Toc358976753 \h 1
Background PAGEREF _Toc358976754 \h 1
Situation to Self PAGEREF _Toc358976755 \h 3
Problem Statement PAGEREF _Toc358976756 \h 4
Purpose of the Study PAGEREF _Toc358976757 \h 5
Significance of the Study PAGEREF _Toc358976758 \h 6
Research Questions PAGEREF _Toc358976759 \h 7
Definition of Terms PAGEREF _Toc358976760 \h 7
Research Plan PAGEREF _Toc358976761 \h 8
Research Scope PAGEREF _Toc358976762 \h 9
Assumption PAGEREF _Toc358976763 \h 9
Research Limitations PAGEREF _Toc358976764 \h 10
The Scope of the Study PAGEREF _Toc358976765 \h 11
Summary PAGEREF _Toc358976766 \h 11
Self-Efficacy Dynamics PAGEREF _Toc358976767 \h 25
Administrative and Policy Influences on Self-Efficacy PAGEREF _Toc358976768 \h 28
Learners’ Achievement as an Influential Factor on Teacher Efficacy PAGEREF _Toc358976769 \h 30
CHAPTER 3: METHODOLOGY PAGEREF _Toc358976770 \h 40
Introduction PAGEREF _Toc358976771 \h 40
Research Design PAGEREF _Toc358976772 \h 41
Justification of the Research Design PAGEREF _Toc358976773 \h 42
Research Questions PAGEREF _Toc358976774 \h 43
Participants PAGEREF _Toc358976775 \h 44
Setting PAGEREF _Toc358976776 \h 45
Demographics of the School PAGEREF _Toc358976777 \h 47
Procedure PAGEREF _Toc358976778 \h 47
Personal Biography PAGEREF _Toc358976779 \h 49
Data Collection PAGEREF _Toc358976780 \h 50
Data Analysis PAGEREF _Toc358976781 \h 52
Reliability and Validity PAGEREF _Toc358976782 \h 54
Ethical Issues PAGEREF _Toc358976783 \h 55
Summary to the Chapter and Transition PAGEREF _Toc358976784 \h 56
REFERENCES PAGEREF _Toc358976785 \h 58
APPENDIX A NORWEGIAN TEACHER SELF-EFFCACY SCALE PAGEREF _Toc358976786 \h 70
APPENDIX B PERMISSION TO USE THE NTSES PAGEREF _Toc358976787 \h 74
APPENDIX C INTERVIEW QUESTIONS PAGEREF _Toc358976788 \h 75
APPENDIX D ONLINE FOCUS GROUP QUESTIONS PAGEREF _Toc358976789 \h 77
APPENDIX E CONSENT FOR PARTICIPATION IN RESEARCH STUDY PAGEREF _Toc358976790 \h 78
APPENDIX F LETTER TO THE PRINCIPAL FOR APPROVAL PAGEREF _Toc358976791 \h 79
APPENDIX G PRINCIPAL LETTER Of APPROVAL PAGEREF _Toc358976792 \h 80
APPENDIX H LETTER TO SUPERINTENDENT FOR APPROVAL PAGEREF _Toc358976793 \h 81
APPENDIX I SUPERINTENDENT’S APPROVAL LETTER PAGEREF _Toc358976794 \h 82
CHAPTER ONE: INTRODUCTION
Background
Students in the United States perform relatively poorly on international assessments compared to other students from industrialized countries (Armario, 2010). Low teacher-self efficacy is one factor that can contribute to lower levels of student performance. In today’s teaching milieu, teacher self-efficacy has dwindled drastically due to high stakes testing, accountability requirements and the absence of support systems designed to make the teaching profession both enjoyable and gainful. In the early 1970’s researchers began to uncover some key challenges to a teacher’s career including poor working conditions, work overload, poor remuneration and lack of administrative support (Cedoline, 2005). Today, teachers face high expectations with negligible motivators put in place to ensure that educators are equipped to meet the daily challenges of their jobs. Freudenberger (2004) revealed that often teachers are overextended and disappointed social workers expected to give much with minimal gains or no gains at all in student achievement. The status of teacher self-efficacy is low in school systems across the country, with teachers struggling harder each year for social credibility and job security (Maeroff, 2006; Greene, 2008). Many teachers report that the accountability requirements related to high stakes testing and meeting the requirements of NCLB add to this low level of perceived ability to be effective in their job roles.
In order for teachers to be able to confront the challenges associated with the stresses of the job, they must be empowered to engender self- efficacy, which is pivotal in enhancing their productivity. The teacher’s drive for work significantly affects the level of student performance (Dworkin, 2008). If a teacher is in bad mood or has a negative attitude in the classroom environment, the impact gradually hampers student performance (Dworkin, 2008). The essence of enhancing the teachers’ self-efficacy is not only geared towards making the teaching practice easy and pleasant for teachers, but it is also intended to make the learning experience satisfying for the students. Pines and Aronson (2007) found that in schools where teacher productivity is high, student performance was higher as well. On the other hand, when teachers are demoralized and less satisfied, they tend to diminish in productivity, and they burn out. Exhausted teachers are not always enthusiastic about their work; this means that they may offer compromised quality work, which directly affects the students’ performance (Greene, 2008).
According to Hale (2002), there are major variables that affect teachers’ energy and self-efficacy. These include professional growth, administrative leadership and support, personal drive and student performance. Teachers have the capacity and resources to enhance their work impetus; nonetheless, administrators must play a very crucial role in ensuring that they offer a support system to nurture and support the teachers’ vision and ability to do their jobs effectively. Some of the key ways school administrators can bolster the teachers’ individual drive is by involving them in the decision-making process and acknowledging their output and expertise (Greene, 2008). Teacher self-efficacy can be boosted through assistance with matters pertaining student discipline, enforcing policies and exercising authority (Maslach, 2006).
Self-efficacy is an inherent psychological concept comprised of innumerable qualities such as courage, fortitude, resolution and above all, confidence (Callan, 2006). This concept is multidimensional, with a mixture of many elements (Ormrod, 2006). The best way to enhance self-efficacy at the work place is by embracing the correct spirit, acceptable attitude together with a good managerial climate (Feinberg, 2007). Self-efficacy is a long-term condition representing the state of balance and health within an organization and must be viewed from a long-term vantage point.
Many administrators have fallen short in their management by failing to bolster the teachers’ confidence (Palmer, 2008). Consequently, many teachers have abandoned their professions for other promising jobs. Against this backdrop, teacher self-efficacy is becoming a major challenge amongst educators in Mississippi school districts.
The purpose of this study is to explore teacher perceptions of school accountability and the influence of such perceptions on their perceived self-efficacy. Research questions focus on teacher perceptions of how accountability requirements influence their self-efficacy, the strategies that teachers report they use to develop solutions to their lack of self-efficacy or times when it is low, how teacher report that administrative support, student discipline and workload influence their self-efficacy as well. The need for a study on self-efficacy is important as it help teachers adopt creative and current ways of helping children reach their fullest potential. It is equally relevant to understand that teacher...