Publication Date

8-2013

Advisor(s) - Committee Chair

Gary Houchens (Director), Barbara Burch, Rebecca Stobaugh

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education

Abstract

Due to No Child Left Behind (NCLB) and state-level mandates, an economic and moral imperative requires educators today to not only accommodate differences in learning rates and allow extra time for students to experience success, teachers must foster in students the belief that success is within their reach if they keep trying. These new expectations for student learning are clashing with old conceptions of teaching and outmoded approaches and structures for teacher practices. Given the new mission of schools, finding strong models of professional development is imperative. The National Board for Professional Teaching Standards (NBPTS) is a promising model. Self-efficacy, the belief teachers’ possess about their competency to impact student learning, changes teacher performance by influencing their intentions. This leads to the assumption that the higher a teacher’s sense of self-efficacy, the greater a teacher’s perseverance in the face of challenging instructional contexts and the higher the chance that the pursued instructional strategy will be performed successfully. This research validates that National Board Certified Teachers (NBCTS) report higher levels of selfefficacy than their non-National Board Certified Teacher colleagues. NBCTs also reported a higher participation in leadership roles than teachers who do not participate in the National Board Certification program. The research may provide an explicit link between professional development and self-efficacy that may result in a paradigm shift in what productive professional development should entail.

Disciplines

Curriculum and Instruction | Education | Educational Administration and Supervision | Elementary and Middle and Secondary Education Administration

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