All ETDs from UAB

Advisory Committee Chair

Loucrecia Collins

Advisory Committee Members

John Dantzler

Melanie Shore

Michele J Sims

Laura L Forbes

Document Type


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.

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