Date of Award
2015
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
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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Citation Information
Persinski, Jacqueline L., "The Impact of Teacher Efficacy and Student Engagement on Eleventh-Grade South Carolina U.S. History and Constitution End-of-Course State Exam Scores" (2015). Education Dissertations and Projects. 132.
https://digitalcommons.gardner-webb.edu/education_etd/132