Understanding teacher self-efficacy and its influence on teacher effectiveness: an interpretative phenomenological study.

• Online Access: http://hdl.handle.net/2047/D20350258

NAEP results between 1998 and 2017 reveal that California fourth grade students have continued to make insignificant progress in math and reading. Studies show that instructional effectiveness has the highest influence on student improvement. The purpose of this study was to understand teachers' perceptions of their teacher self-efficacy (TSE) and how this might influence their effectiveness. Two research questions guided the research: 1) What can we learn about self-efficacy sources from teachers' experiences? 2) How do teachers' self-efficacy beliefs influence their effectiveness? Participants were comprised of three teachers from an elementary school in California. Using Interpretive Phonological Analysis (IPA) as a methodology, individual semi-structured interviews were gathered and transcribed. In Vivo and pattern codings were applied to interpret the data. Six findings emerged: 1) Building successful classroom communities can increase TSE. 2) Collaborative practices mediate three of the four hypothesized TSE sources: vicarious experiences, verbal persuasion, and physiological states. 3) Growth mindset and a positive attitude are non-hypothesized TSE sources that inform a rise in TSE levels within the context of collaboration. 4) An increase in TSE within the context of classroom practice and professional development is fueled by mastery experiences and vicarious experiences, respectively. 5) Grit is a non-hypothesized TSE source that informs a rise in TSE within the context of classroom practice. 6) Student success, elevated TSE, and teacher effectiveness are reciprocally related. Recommendations for future research are to increase qualitative and longitudinal TSE studies. Recommendations for the profession are for districts to allocate time and the necessary resources that support and foster collaborative practices. Site leadership practices should implement a shared leadership model wherein district and site administration, instructional coaches, and other teacher leaders collaborate together to plan for school improvement.--Author's abstract