Persistent Link:
http://hdl.handle.net/10150/145392
Title:
Efficacy Development in New Teacher Study Groups
Author:
Simon, Flora Ann
Issue Date:
2011
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study groupparticipants to be more proactive for their own personal and professional needs.Implications for supporting new teachers through opportunities to participate in a studygroup format are discussed. The result of this work is a contribution to the effects ofteacher efficacy and the power of collaboration in a study group setting for new teachers.
Type:
Electronic Dissertation; text
Keywords:
administrative support; grounded theory; study groups; teacher efficacy
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading & Culture
Degree Grantor:
University of Arizona
Advisor:
Goodman, Yetta; Short, Kathy

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleEfficacy Development in New Teacher Study Groupsen_US
dc.creatorSimon, Flora Annen_US
dc.contributor.authorSimon, Flora Annen_US
dc.date.issued2011-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study groupparticipants to be more proactive for their own personal and professional needs.Implications for supporting new teachers through opportunities to participate in a studygroup format are discussed. The result of this work is a contribution to the effects ofteacher efficacy and the power of collaboration in a study group setting for new teachers.en_US
dc.typeElectronic Dissertationen_US
dc.typetexten_US
dc.subjectadministrative supporten_US
dc.subjectgrounded theoryen_US
dc.subjectstudy groupsen_US
dc.subjectteacher efficacyen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGoodman, Yettaen_US
dc.contributor.advisorShort, Kathyen_US
dc.contributor.committeememberWyman, Leisyen_US
dc.identifier.proquest11436-
dc.identifier.oclc752261310-
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