Browsing by Subject "Teacher Efficacy"

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    Conceptions of Student Success Within an Urban Alternative Learning Program
    (2015-12) Mitchler, Jenna
    Success is a term that is often used in educational contexts, but it can be elusive and difficult to define. Furthermore, articulating what student success is, and who has agency over it, can influence the efficacy of the social actors charged with impacting it. This qualitative, grounded theory study pursues two research questions: 1) How is success conceptualized at an urban alternative secondary school? and 2) How is student success depicted to those outside of that school? My analysis of the data that I collected revealed that teachers’ conception of success inside of the school was quite different from the external narrative depicted by the school website and within programmatic, informative materials like the student enrollment application and the student handbook. Furthermore, the tension between this internal conception of student success and the differing external narrative framed a struggle for the teachers, one that they felt that they were continually engaged in, a struggle to build and maintain their collective efficacy and to legitimate their work as professional educators to those outside of the school.
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    Teacher burnout factors as predictors of adherence to behavioral intervention
    (2009-12) Gaitan, Peggy E.
    It is hypothesized that factors related to teacher burnout influence treatment adherence. This study examines the relation of teacher burnout to the frequency and quality of behavioral intervention implementation. A sample of 45 general and special education teachers were trained to implement the Good Behavior Game, an intervention designed to assist teachers in the management of problem behaviors in the classroom, and asked to implement it each day for 28 weeks. Direct observation data were collected from teacher implementation of the Good Behavior Game. A multiple regression analysis was used to examine the predictive relation between three subsets of the Maslach Burnout Inventory: a) Emotional Exhaustion, b) Depersonalization, and c) Personal Accomplishment, and two indicators of adherence: a) mean frequency of implementation of the Good Behavior Game and b) Likert ratings of quality of implementation. Significant main effects were found for Emotional Exhaustion and Personal Accomplishment on Adherence. A post hoc analysis conducted to explore directional relations between independent and dependent variables resulted in the following conclusions: a) Group membership in low, moderate, or high levels of any single burnout factor was not statistically significant as an individual predictor of adherence and b) group differences exist between factors of Emotional Exhaustion and Personal Accomplishment confirming relation between high levels of exhaustion and low levels of satisfaction with personal accomplishment. Further examination of means plots determined directional relation between high levels of emotional exhaustion and greater adherence.