Date of Award
EdD Education Leadership, Management and Policy
Education Leadership, Management and Policy
Gerard Babo, Ed.D.
Daniel Gutmore, Ph.D.
Jeff Wallis, Ed.D.
self-efficacy, mentoring, student teacher, student achievement, Teachers’ Sense of Efficacy Scale (TSES)
The purpose of this retrospective study was to investigate what influence, if any, mentoring a student teacher has on the self-efficacy of the cooperating teacher. In addition, this study investigated the influence of other student, staff, and school variables including teacher gender, years of experience, level of education, number of student teachers mentored, grade level taught, teaching assignment, and the percentage of students in the school on free and reduced-price lunch on teacher self-efficacy. Self-efficacy was measured using the Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001). Mentor teachers were directed to complete the assessment twice: once while considering their thoughts and feelings prior to the mentoring experience and the second time considering their thoughts and feelings after the mentoring experience.
Pre-composite scores were separated into low, average, and high self-efficacy groups. There was a statistically significant difference in levels of self-efficacy for the low group. However, there was not a statistically significant difference for the average and high groups. In addition, there was a statistically significant difference in self-efficacy depending on teaching assignment; however, further research is necessary as there were not enough teachers in the sample for each category. Results of the study indicate that there is not a statistically significant difference in levels of self-efficacy for mentor teachers depending on gender, years of experience, level of education, number of student teachers mentored, grade level taught, and the percentage of students on free and reduced-price lunch.
Elias, Susan S., "The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey" (2016). Seton Hall University Dissertations and Theses (ETDs). 2236.