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Thesis
TEACHER EFFICACY AND DECISION MAKING STYLES IN PRE-KINDERGARTEN TEACHERS
University of West Florida
Master of Arts (MA), University of West Florida
2011
Abstract
Research shows that teachers' classroom practices relates to their efficacious beliefs about their teaching capabilities. These beliefs may impact their students' achievement, motivation and efficacy (Poom-Valickis, 2007) and the impact of this influence at the pre-kindergarten stage can affect the students' later development (Anthony, Anthony, Morrel & Acosta, 2005). The relationships among personal teaching efficacy (PTE), teaching efficacy (TE) and decision-making styles (DMS) of prekindergarten teachers were investigated. Fifty-four teachers with a mean age of 36 years (SD = 11.35) completed a demographics questionnaire, the Teacher Efficacy Scale and the General Decision-Making Style inventory. Significant correlations were found between PTE and avoidant DMS (r = -.34, p = .011) and among TE with rational (r = .30, p < .05) and spontaneous (r = .28, p < .05) DMS. Regression analyses yielded a significant negative relationship between avoidant DMS and PTE (p = .021, a = -.39) and significant positive relationships among TE and the spontaneous (p = .046, a = .33) and rational (p = .048, a = .28) DMS. Intuitive was the most frequently selected decision making style among the participants.
Details
- Title
- TEACHER EFFICACY AND DECISION MAKING STYLES IN PRE-KINDERGARTEN TEACHERS
- Resource Type
- Thesis
- Publisher
- University of West Florida
- Format
- text
- Identifiers
- 99380090755906600
- Academic Unit
- Psychology
- Language
- English
- Awarding Institution
- University of West Florida; Master of Arts (MA)
- Theses and Dissertations
- Master of Arts (MA), University of West Florida