Date of Award

Fall 12-15-2021

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Wendiann Sethi. Ph.D.

Committee Member

Daniel Gutmore, Ph.D.

Committee Member

Brian Osborne, Ed.D.

Keywords

PISA, teacher self-efficacy, doubt, international

Abstract

This study investigates relationships between teacher self-efficacy and associated factors not previously studied at an international level. This study used the data gathered through the Programme for International Student Assessment (PISA) assessment conducted in 2018, with an initial sample size of 107,367 participating teachers from 6,128 schools across 19 countries to gain a global perspective regarding the individual and environmental factors that impact teacher self-efficacy. A blocked hierarchical regression model was chosen to support the theoretical structure of the analysis by examining the relationships between three levels of independent variables and teacher self-efficacy. The model predicted over 30 percent of teacher self-efficacy based on the full Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and a subset of questions related to classroom instruction and student engagement, exemplifying the strength of the inclusion of indicators specific to classroom instruction and student engagement when measuring teacher self-efficacy. Confirming prior research, demographic variables were weak predictors of teacher self-efficacy, while professional development participation was a stronger predictor. New to the extant body of research were the positive relationships between school leadership, school, and country-level student achievement, which served as the strongest predictors of teacher self-efficacy. Student achievement by country served as the most significant predictor of teacher self-efficacy, with an inverse relationship at the school- and country-level between student achievement and teacher self-efficacy. The study findings suggest that the external context is a significant factor in teacher self-efficacy.

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