Advisory Committee Chair
Advisory Committee Members
Michele J Sims
Laura L Forbes
Date of Award
Degree Name by School
Doctor of Philosophy (PhD) School of Education
The purpose of this study was to explore the possible relationship between teacher self-efficacy among secondary math teachers in Alabama and administrative support, teacher/colleague support, and support through resources. The study also examined whether gender or race related to teachers' sense of self-efficacy. Examining self-efficacy for secondary math teachers is an important step in the strategic support of these individuals and improving student achievement in mathematics. Indeed, a closer look at district and school level support factors related to the self-efficacy of teachers is warranted, given continuing concerns over student math performance. A quantitative study of 105 Alabama secondary math teachers was conducted using an online survey instrument composed from the Teachers' Sense of Efficacy Scale and the Organizational Health Inventory for Secondary Schools. No significant relationships were found between teachers' sense of efficacy and gender, administrative support, or resource support. Significant relationships were found between teachers' sense of efficacy and race and teacher/colleague support. There should be a focus on offering support for minority secondary math teachers. Collaborative opportunities involving training, planning, data-driven decision making, sharing resources, and sharing experiences should be increased. There is a call for administrators to serve as instructional leaders as well as managers.
Zimmerman-Brown, Veronique Demetria, "Improving Performance: Examining the Link Between Self-Efficacy and Support for Secondary Female Math Teachers" (2012). All ETDs from UAB. 3464.