A STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERS

dc.contributor.advisorKivlighan, Dennis Men_US
dc.contributor.authorZentmeyer, April A.en_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2015-02-05T06:32:56Z
dc.date.available2015-02-05T06:32:56Z
dc.date.issued2014en_US
dc.description.abstractThe purpose of this study was to examine the perceived levels of teacher self-efficacy and leadership of National Board Certified Teachers (NBCTs). One of the goals of Race to the Top is to provide highly qualified, efficacious teachers in every classroom, prepared to lead in the 21st century. Given that National Board Certification is one avenue to highly qualified status, this study sought to discover whether NBCTs perceived high levels of teacher self-efficacy and assumed leadership roles at a higher rate than a matched sample of non-NBCTs. This quantitative, non-experimental approach compared the perceived levels of teacher self-efficacy in the domains of instruction, engagement, management, and leadership of NBCTs to a matched sample of non-NBCTs in one district in the state of Maryland. The Teacher Sense of Efficacy Scale - SF (TSES), a 12-item Likert-like scale, used with permission by Dr. Anita Woolfolk-Hoy measured teacher efficacy in the three domains. A question regarding compensated leadership roles was added to the TSES. Results derived using SPPS generated a T-test to examine the subset correlations and tabulate compensated leadership roles. The T-test failed to reveal a statistically reliable difference between the mean scores of the NBCTs and a matched sample of non-NBCTs. Both groups scored high on the TSES and assumed leadership roles in the district. The non-significant results do not discount National Board Certification as a vehicle to identify highly qualified, self-efficacious teachers prepared to lead in the 21st century.en_US
dc.identifierhttps://doi.org/10.13016/M2Q89B
dc.identifier.urihttp://hdl.handle.net/1903/16070
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pquncontrolledleadershipen_US
dc.subject.pquncontrolledNational Boarden_US
dc.subject.pquncontrolledself-efficacyen_US
dc.titleA STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERSen_US
dc.typeDissertationen_US

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