All ETDs from UAB

Advisory Committee Chair

Scott Snyder

Advisory Committee Members

Loucrecia Collins

Mary Ann Culotta

Andrew McKnight

Tonya Perry

Linda Searby

Document Type


Date of Award


Degree Name by School

Doctor of Philosophy (PhD) School of Education


As budgets for education in the United States shrink, educational organizations have sought outside grants and funding for their schools. Many state and national organizations have provided funding opportunities specifically to ensure that the arts remain in the schools. Teaching artists are one resource being employed by schools not only to teach the arts but also to make a positive impact on academic achievement. In their careers, teaching artists are asked to play dual roles, as both teacher and artist. The purpose of this quantitative study was to investigate the levels of and contributing factors for teacher efficacy among teaching artists. Participants in this investigation represented every state in the United States. Responses were analyzed to provide a descriptive demographic profile of teaching artists on a national level and the extent to which Bandura's self-efficacy theory empirically supported predictors of (a) teacher efficacy of in-service teachers, (b) effective teaching, and (c) teaching context impact levels of teacher efficacy. Teaching artists who felt fully prepared for their first teaching experience demonstrated higher levels of self-efficacy than their peers in the following areas: (a) frequently or regularly received feedback concerning their teaching from administrators or teachers; (b) received strong encouragement from administrators, teachers, and teacher artists concerning their teaching; (c) received information concerning student engagement and instructional strategies; (d) felt comfortable when left alone with students; (e) taught in high poverty schools; or (f) taught in classrooms with 25% or more students with disabilities.

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