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Dissertation
Self-Efficacy and Classroom Practices: A Quantitative Correlational Study
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
Teachers’ self-efficacy can affect student behaviors in the classroom. Novice teachers with no more than 4 years of teaching experience encounter low self-efficacy. This study investigated the
relationship between novice teachers’ self-efficacy and observed classroom practices (i.e.,
classroom management, student engagement, and instructional strategies) at a middle and high
school in the southeastern region of Florida serving Grades 6–12. Bandura’s (1977) self-efficacy
theory and Bandura’s (1986) social cognitive theory provided the framework for the study. The
quantitative study employed a correlational research design, selecting novice teachers through
nonprobability purposive sampling. The measurement instruments were the Teachers’ Sense of
Efficacy Scale (TSES) survey and the Classroom Strategies Assessment System (CSAS)
observation tool. I used a two-tailed Pearson’s r correlational analysis for data analysis. For
Research Question 1, there was no statistically significant correlation, and the results were
inconclusive between the TSES and CSAS in classroom management, r(16) = .339, p = .256. For
Research Question 2, a strong, statistically significant correlation was found between the TSES
and CSAS in terms of student engagement, r(28) = .849, p < .001. Lastly, for Research Question
3, a moderately strong, positive, and statistically significant relationship was found between the
TSES and CSAS in instructional strategies, r(28) = .543, p = .002. This study contributes to
existing research on the relationship between teachers’ self-efficacy in classroom practices and
teachers’ observed classroom practices. The results of the TSES and CSAS indicated a need to
enhance teachers’ self-efficacy through professional development initiatives focused on
classroom practices.
Details
- Title
- Self-Efficacy and Classroom Practices
- Resource Type
- Dissertation
- Contributors
- Giang-Nguyen Nguyen (Committee Member)Hongwei Yang (Committee Member)Melanie DiLoreto (Committee Chair)
- Publisher
- University of West Florida Libraries; Argo Scholar Commons
- Format
- pdf
- Number of pages
- 259
- Copyright
- Unpublished work © Karina Denisse Iber
- Identifiers
- 99381563233306600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida