An Analysis of Teacher Self-Efficacy as It Relates to Participation in Mentoring Program and Professional Learning Community Activities within Public Schools in New Jersey
التفاصيل البيبلوغرافية
العنوان:
An Analysis of Teacher Self-Efficacy as It Relates to Participation in Mentoring Program and Professional Learning Community Activities within Public Schools in New Jersey
This study aimed to examine the effect of participation in teacher mentoring programs and professional learning community (PLC) activities on a teacher's sense of professional self-efficacy. Participants in the study evaluated mentoring programs and PLC activities and the influence of each on their sense of professional self-efficacy. An explanatory sequential mixed methods design was utilized. The researcher collected quantitative data through an online survey that measured teacher self-efficacy results from the Teachers' Sense of Efficacy Scale (TSES) (2001). Demographic information (involvement in mentoring programs and PLCs, teaching experience, teaching role, teaching grade level, school district type, and role in a mentoring program) helped inform participants' perceptions as to the degree of influence those program activities had on their sense of professional self-efficacy levels. The researcher analyzed quantitative data using descriptive statistics, a series of independent t-tests, a series of one-way analyses of variances, and a Mann-Whitney U test. She collected qualitative data through open-ended questions and focus group discussions and then analyzed the data through thematic and pattern coding. Quantitative data indicated that the majority of the 114 participants possessed moderate to high levels of a teacher's sense of professional self-efficacy. Further, the open-ended questions revealed that the majority of participants believed that participation in mentoring programs and PLC activities can contribute to a teacher's sense of professional self-efficacy. Focus group discussions provided participants with the opportunity to make suggestions for improvements to mentoring programs and PLCs. Participants suggested that well-structured mentoring programs and PLCs that allow for common planning time and collaboration positively influence a teacher's sense of professional self-efficacy and are helpful in influencing a teacher's decision to remain in the profession. The results of this research should be informative to school leaders statewide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
