Date of Award

2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

David Shellman

Abstract

This research study analyzed the impact of teacher self-efficacy and student engagement on eleventh-grade South Carolina U.S. History and Constitution end-of-course state exam scores. Research questions centered on analyzing the relationships between the variables of teacher efficacy, student engagement, and student achievement as measured by the Teachers’ Sense of Efficacy Scale, Van Amburgh Active Learning Inventory Tool, South Carolina U.S. History and the Constitution end-of-course exam scores, and U.S. History teacher interviews. This study found a positive correlation between student engagement and student achievement and a significant relationship between teacher efficacy and student achievement. The relationship of teacher self-efficacy and student engagement as measured by the Teachers’ Sense of Efficacy Scale was not established.

The data collected in this study, along with teacher discussions, were collected, analyzed, and summarized in order to inform the practice of teachers, administrators, and district personnel in investigating pedagogical strategies to meet student learning needs and increase student achievement in social studies. In addition, this study aimed to add to the current body of knowledge in achievement gaps, teacher efficacy, student engagement, and student achievement.

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