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Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?

Alexander, Sashelle Thomas
http://rave.ohiolink.edu/etdc/view?acc_num=csu1308677976

Abstract Details

2011, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
Researchers agree that teachers' attitudes and efficacy beliefs play a significant role in student achievement (Armor et al., 1976; Hoy & Spero, 2005; Szabo & Mokhtari, 2004; Woolfolk & Hoy, 1990). Teachers with high self-efficacy: 1) believe they can positively influence students’ learning and achievement despite environmental conditions (Armor et al., 1976; Ashton & Webb, 1986; Gibson & Dembo, 1984); and 2) assume accountability for student learning (Gibson & Dembo, 1984; Ross, 1998; Siwatu, 2007). On the contrary, teachers with low teacher efficacy have minimal expectations for and fewer interactions with minority students. They are also more likely to feel teacher burnout and abandon the profession (Betoret, 2006; Friedman, 2004; Guerra, Attar, & Weissberg, 1997). Various studies have confirmed that even after successfully completing multicultural courses and field experiences, interns’ negative beliefs and low outcome expectancies for minority students remained (Garmon, 1996, 2004; Easter, Schultz, Neyhart & Reck, 1999). Although little is known about how teaching efficacy develops, it is possible that programs incorporating efficacy-building opportunities assist to create and maintain a pool of quality teachers in culturally diverse schools (Clark & Wegener, 2009; Garcia, 2004; Milner, 2005; Santoro & Allard, 2005; Tucker et al., 2005; Siwatu, 2007; Swearingen, 2009). The purpose of this study will be to examine patterns in culturally responsive teaching self efficacy and outcome expectancies between interns, mentor teachers, university supervisors, and teacher educators in an urban teacher education program.
Catherine Monaghan, Ph.D (Committee Co-Chair)
Brian Harper, Ph.D (Committee Co-Chair)
Tachelle Banks, Ph.D (Committee Member)
Dwayne Wright, Ph.D (Committee Member)
Brian Yusko, Ph.D (Committee Member)
297 p.
African Americans; Education; Minority and Ethnic Groups; Multicultural Education; Teacher Education; Teaching
culturally responsive teaching; teaching efficacy; teaching outcome expectancy; pre-service teachers; teacher preparation programs; teacher educators; university supervisors; mentor teachers

Recommended Citations

Citations

  • Alexander, S. T. (2011). Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare? [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1308677976

    APA Style (7th edition)

  • Alexander, Sashelle. Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare? 2011. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1308677976.

    MLA Style (8th edition)

  • Alexander, Sashelle. "Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?" Doctoral dissertation, Cleveland State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1308677976

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Cleveland State University and OhioLINK.