dc.contributor.author	Tyson, Emily
dc.coverage.spatial	Central and North America -- United States	en_US
dc.date.accessioned	2016-12-12T14:25:35Z
dc.date.available	2016-12-12T14:25:35Z
dc.date.issued	2016-12
dc.identifier.other	A6AA3038-E26A-4864-8AD2-4483A41D6395	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2489
dc.description.abstract	This mixed methods study involved an exploration of preservice teachers’ perceptions of self-efficacy as they completed the clinical practice component of their teacher preparation programs. The quantitative component of this research study consisted of a pre- and post-questionnaire administered online to elementary and middle grades education majors who were participating in the clinical practice component of a teacher preparation program during the spring of 2016 (five public universities and colleges). Using a modified version of the Teacher Sense of Efficacy Scale (TSES), the researcher focused on preservice teachers’ perceptions of self-efficacy in three areas: student engagement, instructional strategies, and classroom management. An analysis of descriptive statistics and several paired-samples t tests showed that all four null hypotheses could be rejected, as there was a significant relationship between the clinical practice component of the teacher preparation program and preservice teachers’ sense of self-efficacy in the areas of student engagement, classroom management, and instructional strategies. The case study component of the research consisted of the three selected preservice teachers, their collaborating teachers, and their university supervisors. Through personal interviews, anecdotal notes, classroom observations, and a collection of teaching evaluations, the researcher was able to identify school-related factors, such as classroom and university support and teacher preparation programs, as affecting preservice teachers’ self-efficacy levels. Personal experiences, including classroom experiences, were among the other common themes identified. Overall, preservice teachers reported a significant increase in self-efficacy levels from the beginning to the end of their clinical practice.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 10 Statement of the Problem 40 Purpose of the Study 50 Research Methodology 60 Participants 110 Research Questions 120 Definition of Terms130 Significance of the Study 150 Limitations of the Study160 Organization of the Study 160 Chapter II: LITERATURE REVIEW 180 Historical Context for Teacher Preparation in the United States 190 General Components and Influencing Factors of Teacher Preparation Programs 220 Self-Efficacy and the Effect on Teacher Preparation and Teacher Effectiveness 300 The Influence of Clinical Practice on Preservice Teachers’ Self-Efficacy 350 Summary 420 Chapter III: METHODOLOGY 440 Research Design440 Participants 470 Ethical Considerations 480 Data Collection Procedures 500 Instrumentation 520 Data Analysis 540 Chapter IV: RESULTS 560 Research Questions 560 Descriptive Statistics 580 Overview 580 Questionnaire Results 610 Self-Efficacy Results 630 Self-Efficacy in Student Engagement 640 Self-Efficacy in Classroom Management 660 Self-Efficacy in Instructional Strategies 670 Pre- and Post-questionnaire Grand Mean Scale Scores 690 Factors that Influenced Self-Efficacy Levels Among Preservice Teachers 700 Interviews 720 Classroom Observations 740 Teaching Evaluations 740 School-Related Factors 75 Personal Experiences 830 Chapter V: SUMMARY AND DISCUSSION 860 Summary 860 Discussion 880 Implications of the Study 920 Limitations and Recommendations for Future Research 950 Conclusion 990 APPENDIX A: Pre Teachers’ Sense of Efficacy Scale 1100 APPENDIX B: Post Teachers’ Sense of Efficacy Scale 1150 APPENDIX C: Scoring the Teachers’ Sense of Efficacy Scale 1200 APPENDIX D: Institutional Review Board Approval Letter 1220 APPENDIX E: Letter of Consent to use Teachers’ Sense of Efficacy Scale 1240 APPENDIX F: Letter of Consent to use SurveyMonkey 1260 APPENDIX G: Study Identification Code (Study ID) 1280 APPENDIX H: Informed Consent 1300 APPENDIX I: Preservice Interview Questions 1350 APPENDIX J: Interview Questions for Collaborating Teachers 1380 APPENDIX K: Interview Questions for University Supervisors 1410 APPENDIX L: Samples of a Supervisor Observation Summary Form 1440	en_US
dc.language.iso	en_US	en_US
dc.subject	Dissertations	en_US
dc.subject	Education	en_US
dc.title	Impact of Clinical Practice on Preservice Teachers' Perceptions of Self-Efficacy	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Andrews, Shirley P.
dc.description.advisor	Minor, Lynn C.
dc.description.committee	Doepker, Gina M.
dc.description.committee	Ballard, Chester C.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US