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035 a| (OCoLC)1449649555;

043 a| n-us-nc;

090 a| LB1776.5;

049 a| EREE;

100 1 a| Wilmer, Measha,e| author.?| UNAUTHORIZED;

245 10 a| Teachers' self-efficacy and their implementation of instructional best practices /c| by Measha Wilmer.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (137 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 1.97 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: R. Martin Reardon;

500 a| Title from PDF t.p. (viewed April 24, 2025).;

520 3 a| Bray-Clark and Bates (2003) asserted that teaching is a demanding job with unpredictable challenges which means that teachers' ability to be effective is partly dependent on their perceived self-efficacy. When teachers perceive their self-efficacy as waning, this may affect their commitment to their job and their willingness to implement instructional best practices. This poses a challenge for teachers' level of motivation and students' academic success as every student deserves quality instruction. The purpose of my study was to explore and alleviate a problem of practice regarding teachers' self-efficacy and their implementation of instructional best practices. The participants in my study were teachers who worked at a rural middle school in the North Central area of North Carolina. They volunteered to participate in my study after being given detailed information about the procedures and ethical considerations. I used a parallel convergent mixed methods research design which means I collected and analyzed both qualitative and quantitative data at the same time. As a trained mentor, I implemented a mentorship and support initiative where I worked with participants to improve their instructional best practices and by extension, their self-efficacy. I administered the Tschannen-Moran and Hoy (2001) Teacher Sense of Self-efficacy scale (TSES) to determine teachers' perception of their self-efficacy. While the data from the TSES were being analyzed, I conducted classroom observations over 2 weeks followed by post observation conferencing. I used the data from my classroom observations to inform my planning with participants for future lessons. Following my intervention, I made weekly visits to participants' classes to observe their implementation of instructional best practices then conducted post observation interviews to learn more about their self-efficacy. I used the results to determine that associations could be made between teachers' self-efficacy and their implementation of instructional best practices.;

504 a| Includes bibliographical references.;

650 0 a| Middle school teachersx| In-service trainingz| North Carolina.=| ^A685105;

650 0 a| Teacher effectivenessz| North Carolina.=| ^A379700;

650 0 a| Mentoring in educationz| North Carolina.=| ^A372418;

650 0 a| Academic achievement.=| ^A8828;

650 0 a| Rural schoolsz| North Carolina.=| ^A32807;

653 a| Teacher self-efficacy;

653 a| instructional best practices;

653 a| school culture;

653 a| professional development;

653 a| culturally responsive teaching;

700 1 a| Reardon, R. Martin,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjFWXQ8McRqd7ydbvxqTXm=| ^A1280454;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13407;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462616;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462616-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462616-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

Teachers' self-efficacy and their implementation of instructional best practices / by Measha Wilmer.

Author/creator	Wilmer, Measha author.
Other author	Reardon, R. Martin, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (137 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Middle school teachers--In-service training. --North Carolina. Teacher effectiveness--North Carolina. Mentoring in education--North Carolina. Academic achievement. Rural schools--North Carolina.

Summary	Bray-Clark and Bates (2003) asserted that teaching is a demanding job with unpredictable challenges which means that teachers' ability to be effective is partly dependent on their perceived self-efficacy. When teachers perceive their self-efficacy as waning, this may affect their commitment to their job and their willingness to implement instructional best practices. This poses a challenge for teachers' level of motivation and students' academic success as every student deserves quality instruction. The purpose of my study was to explore and alleviate a problem of practice regarding teachers' self-efficacy and their implementation of instructional best practices. The participants in my study were teachers who worked at a rural middle school in the North Central area of North Carolina. They volunteered to participate in my study after being given detailed information about the procedures and ethical considerations. I used a parallel convergent mixed methods research design which means I collected and analyzed both qualitative and quantitative data at the same time. As a trained mentor, I implemented a mentorship and support initiative where I worked with participants to improve their instructional best practices and by extension, their self-efficacy. I administered the Tschannen-Moran and Hoy (2001) Teacher Sense of Self-efficacy scale (TSES) to determine teachers' perception of their self-efficacy. While the data from the TSES were being analyzed, I conducted classroom observations over 2 weeks followed by post observation conferencing. I used the data from my classroom observations to inform my planning with participants for future lessons. Following my intervention, I made weekly visits to participants' classes to observe their implementation of instructional best practices then conducted post observation interviews to learn more about their self-efficacy. I used the results to determine that associations could be made between teachers' self-efficacy and their implementation of instructional best practices.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: R. Martin Reardon
General note	Title from PDF t.p. (viewed April 24, 2025).
Dissertation note	Ed.D. East Carolina University 2024.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Teachers' self-efficacy and their implementation of instructional best practices / by Measha Wilmer.

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