Date of Award

Spring 2-21-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Tamerin Capellino, Ed.D.

Second Advisor

Jeffrey Lee, Ed.D.

Third Advisor

George Sziraki, Ed.D.

Abstract

Purpose: The purpose of this ethnographic investigation was to examine and describe the experiences that impact late-career elementary teachers’ self-efficacy beliefs based on A. Bandura’s four psychological sources of information and serves as part of a thematic dissertation with each researcher focusing in a different teacher career stage.

Methodology: Through qualitative methodology utilizing one-on-one interviews of elementary public school teachers with 24 or more years of experience, data was analyzed using the theoretical framework of A. Bandura’s four sources of self-efficacy information.

Findings: Analysis of data from interviews of 15 late-career elementary teachers from five school districts in Riverside County, California resulted in the identification of 10 major findings: 1) Teachers feel valued given positive input; 2) The positive relationships teachers establish refuels their energy to persist in the field; 3) Teachers develop confidence when observing a trusted colleague; 4) Persevering through challenging situations increases a teachers’ commitment to the profession; 5) Teachers feel motivated to improve when observing other teachers’ successes or failures; 6) Teachers develop a deep understanding of how students learn; 7) Teachers feel a sense of joy when the light bulb goes on for the kids; 8) Teachers feel disconnected from negative input; 9) Teachers feel proud when they contribute to others’ personal growth; 10) Teachers experience burnout when they cannot meet individual student needs.

Conclusions: These findings have significant implications for school districts and administrators to support and grow teacher self-efficacy beliefs based upon data from late-career, elementary, public school teachers. The results are intended to inform district and school site leaders how self-efficacy beliefs are impacted by A. Bandura’s four sources of psychological information, and how to utilize this knowledge at the leadership level to provide better supports for teachers so they can develop resiliency and well-being over the course of their careers.

Recommendations: It is recommended that further qualitative research be conducted to continue to expand the understanding of teacher self-efficacy and the impact it has on teachers.

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