EXAMINING THE EFFECT ON BEGINNING TEACHER SELF-EFFICACY THROUGH CULTURALLY RESPONSIVE TEACHING PROFESSIONAL DEVELOPMENT
Author
Maness, Kirby Aaron
Abstract
High teacher turnover rates and less students entering into the teacher preparation programs has increased the need to better prepare and retain beginning teachers. The purpose of
this mixed methods inquiry is to focus on the effect of Culturally Responsive Teaching professional development on beginning teacher self-efficacy relative to African American student engagement in this rural Eastern North Carolina elementary school. Researched-based strategies to increase Culturally Responsive Teaching include setting high standards and expectations, critical self-reflection, and continued professional development. This inquiry
encompassed an explanatory sequential mixed methods design organized through Action Research Cycles involving the Plan-Do-Study-Act model. This inquiry included multiple quantitative data instruments (Ohio State Self-Efficacy Survey, Walk-through Observation Instrument, and lesson plans) to collect and analyze data about engaging African American
students on beginning teacher self-efficacy. This inquiry explained the quantitative data with qualitative data collected through beginning teacher interviews and a journal kept by the
scholarly practitioner. The results indicated that the professional development series, observations, and post-conferences positively impacted the beginning teacher self-efficacy of the participants in this inquiry through the lens of their African American students.
Date
2023-11-30
Citation:
APA:
Maness, Kirby Aaron.
(November 2023).
EXAMINING THE EFFECT ON BEGINNING TEACHER SELF-EFFICACY THROUGH CULTURALLY RESPONSIVE TEACHING PROFESSIONAL DEVELOPMENT
(Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/13231.)
MLA:
Maness, Kirby Aaron.
EXAMINING THE EFFECT ON BEGINNING TEACHER SELF-EFFICACY THROUGH CULTURALLY RESPONSIVE TEACHING PROFESSIONAL DEVELOPMENT.
Doctoral Dissertation. East Carolina University,
November 2023. The Scholarship.
http://hdl.handle.net/10342/13231.
April 27, 2024.
Chicago:
Maness, Kirby Aaron,
“EXAMINING THE EFFECT ON BEGINNING TEACHER SELF-EFFICACY THROUGH CULTURALLY RESPONSIVE TEACHING PROFESSIONAL DEVELOPMENT”
(Doctoral Dissertation., East Carolina University,
November 2023).
AMA:
Maness, Kirby Aaron.
EXAMINING THE EFFECT ON BEGINNING TEACHER SELF-EFFICACY THROUGH CULTURALLY RESPONSIVE TEACHING PROFESSIONAL DEVELOPMENT
[Doctoral Dissertation]. Greenville, NC: East Carolina University;
November 2023.
Collections
Publisher
East Carolina University