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A Study of K-12 Teachers' Perceptions of Teacher Self-Efficacy in Relation to Instruction of 21st Century Skills

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Title: A Study of K-12 Teachers' Perceptions of Teacher Self-Efficacy in Relation to Instruction of 21st Century Skills
Language: English
Authors: Davis, Julia Geisel
Source: ProQuest LLC. 2018D.Ed. Dissertation, Neumann University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 203
Publication Date: 2018
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Descriptors: Self Efficacy, Teacher Effectiveness, Teacher Attitudes, Elementary School Teachers, Middle School Teachers, High Schools, Secondary School Teachers, Skill Development, Critical Thinking, Thinking Skills, Cooperation, Creativity, Innovation, Self Management, Technological Literacy
Abstract: This quantitative non-experimental study examined the relationship between teacher self-efficacy and instruction of 21st century skills based on teachers' perceptions. Additionally, this study sought to investigate the differences between elementary, middle and high school teachers' perceptions of teacher self-efficacy and instruction of 21st century skills. Quantitative data was collected through a web-based survey via Survey Monkeyâ. This survey collected demographic data and used the Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001) and the 21st Century Teaching and Learning Survey (Hixson et al., 2012) to measure teachers' perceptions of teacher self-efficacy and instruction of 21st century skills. Data collected from the survey was analyzed. This study used a survey design with a correlational analysis to answer the first research question and a comparative analysis of data was used for the second and third research question. The findings of this study revealed that there is a significant relationship between teacher self-efficacy scores and instruction of Critical Thinking skills scores, Collaboration skills scores, Creativity and Innovation skills scores, Local Connection skills scores and Self-Direction skills scores in classroom practice. Therefore, it was concluded that the higher a teacher's self-efficacy, the more effective the teacher was in instructing these 21st century skills based on teacher perceptions. Similiarly, in regarsd to teacher reflections of these skills as opposed to classroom application of these skills, there was also a relationship between teacher self-efficacy scores and teachers' reflections of their instruction of Critical Thinking skills scores, Collaboration skills scores, Communication skills scores, Creativity and Innovation skills scores, Self-Direction skills scores, and Technology as a Tool skills scores. Thus, the higher a teacher's self-efficacy, the higher the level of teacher reflections related to these 21st century skills. Lastly, the data indicated that there were significant differences between the elementary and middle school teachers and elementary and secondary teachers' perceptions of Technology as a Tool skills. However, there was no statistically significant difference between middle and secondary teachers' perceptions of Technology as a Tool skills in Classroom Practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10820891
Accession Number: ED586648
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: A Study of K-12 Teachers' Perceptions of Teacher Self-Efficacy in Relation to Instruction of 21st Century Skills
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  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2018D.Ed. Dissertation, Neumann University.
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  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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  Data: Dissertations/Theses - Doctoral Dissertations
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  Data: <searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This quantitative non-experimental study examined the relationship between teacher self-efficacy and instruction of 21st century skills based on teachers' perceptions. Additionally, this study sought to investigate the differences between elementary, middle and high school teachers' perceptions of teacher self-efficacy and instruction of 21st century skills. Quantitative data was collected through a web-based survey via Survey Monkeyâ. This survey collected demographic data and used the Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001) and the 21st Century Teaching and Learning Survey (Hixson et al., 2012) to measure teachers' perceptions of teacher self-efficacy and instruction of 21st century skills. Data collected from the survey was analyzed. This study used a survey design with a correlational analysis to answer the first research question and a comparative analysis of data was used for the second and third research question. The findings of this study revealed that there is a significant relationship between teacher self-efficacy scores and instruction of Critical Thinking skills scores, Collaboration skills scores, Creativity and Innovation skills scores, Local Connection skills scores and Self-Direction skills scores in classroom practice. Therefore, it was concluded that the higher a teacher's self-efficacy, the more effective the teacher was in instructing these 21st century skills based on teacher perceptions. Similiarly, in regarsd to teacher reflections of these skills as opposed to classroom application of these skills, there was also a relationship between teacher self-efficacy scores and teachers' reflections of their instruction of Critical Thinking skills scores, Collaboration skills scores, Communication skills scores, Creativity and Innovation skills scores, Self-Direction skills scores, and Technology as a Tool skills scores. Thus, the higher a teacher's self-efficacy, the higher the level of teacher reflections related to these 21st century skills. Lastly, the data indicated that there were significant differences between the elementary and middle school teachers and elementary and secondary teachers' perceptions of Technology as a Tool skills. However, there was no statistically significant difference between middle and secondary teachers' perceptions of Technology as a Tool skills in Classroom Practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 203
    Subjects:
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Innovation
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
    Titles:
      – TitleFull: A Study of K-12 Teachers' Perceptions of Teacher Self-Efficacy in Relation to Instruction of 21st Century Skills
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            NameFull: Davis, Julia Geisel
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              Y: 2018
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