Indiana School Teachers’ Self-efficacy Perceptions in the Areas of Clear and High Expectations, Collaborative Inquiry, and Feedback

Author

Jacinda Smith, Indiana State University

Date of Award

Fall 12-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Terry McDaniel

Second Advisor

Bradley Balch

Third Advisor

Michael Langevin

Abstract

This study examined Indiana public school educators' perceptions of self-efficacy in three instructional practices: setting clear and high expectations, fostering collaborative inquiry, and providing feedback. Using a quantitative approach, it explored whether these perceptions varied by teaching experience (0–5, 6–15, 16+ years), school location (urban, rural, suburban), grade level (PK–2, Intermediate 3–5, Middle School 6–8, High School 9–12), and socioeconomic status of the student population (0–25%, 26–50%, 51–75%, 76%+). Findings revealed significant differences, with veteran teachers and those in rural schools reporting higher efficacy levels than peers in urban settings or with fewer years of experience. These results suggest the need for targeted professional development to enhance teacher efficacy in fostering clear expectations, collaborative inquiry, and delivering feedback, as well as mentorship programs and strategic support for novice educators. Future research should explore the longitudinal effects of leadership capacity and professional development on teacher efficacy and investigate barriers faced by educators in under-resourced schools. This study contributes to understanding teacher self-efficacy and its critical role in effective instructional practices across diverse contexts.

Recommended Citation

Smith, Jacinda, "Indiana School Teachers’ Self-efficacy Perceptions in the Areas of Clear and High Expectations, Collaborative Inquiry, and Feedback" (2024). All-Inclusive List of Electronic Theses and Dissertations. 3146.
https://scholars.indianastate.edu/etds/3146