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Classroom Management Self-efficacy in a Teacher Preparation Program

Classroom Management Self-efficacy in a Teacher Preparation Program. Presentation at NERA, October 2013 University of Connecticut - Neag School of Education Mary E. Yakimowski, Director of Assessment Brandi Simonsen, Assistant Professor Yujin Kim, Graduate Student. Purpose.

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Classroom Management Self-efficacy in a Teacher Preparation Program

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  1. Classroom Management Self-efficacy in a Teacher Preparation Program Presentation at NERA, October 2013 University of Connecticut - Neag School of Education Mary E. Yakimowski, Director of Assessment Brandi Simonsen, Assistant Professor Yujin Kim, Graduate Student

  2. Purpose Self-efficacy of classroom management of students in within a teacher education program The purpose of this study is to • discuss the history of classroom management course, in general, and this teacher education program, in particular; • share the tool to collect self-efficacy and report overall and by field results; and • interpret findings and deliver recommendations for this teacher preparation program.

  3. Neag School of Education • Integrated Bachelors/Masters (IB/M) Program • Entering students in the Junior year • Exiting with a Masters’ • Special feature - Students participate in 1,200 hours in Clinics, Student Teaching, and Internship Teacher Certification Program for College Graduates (TCPCG) Program • Masters level students • Training for Secondary Education • Special feature - Shortages areas (Mathematics, Science, Special Education) is a focus • Departments of: • Curriculum & Instruction • Educational Leadership • Educational Psychology • Kinesiology • Unit of: • Teacher Education

  4. Teacher Education Assessments • Common Entrance Survey • Common Exit Survey • Alumni Survey • Employer Survey • Clinic Evaluations • Clinic Feedback Survey • Clinic, Student Teacher, Internship Evaluations • PDS Feedback Survey • Teacher Interest Survey

  5. Special Interests • Common Core • Classroom management • ELL • Students with disabilities • Working with parents • Graduates placement • Pupil performance

  6. Review of Literature • Classroom management has been a concern for this program and plaguing teacher and learning process over the century (Hicks, 2012) • A common cause of teacher attrition during the first five years is classroom management (Merrett & Wheldhall, 2003; Rosas & West, 2009) • Recent research (e.g., Poulou, 2007) has indicated that teachers’ ability to achieve desirable outcomes with classroom management is important • Bandura’s self-efficacy theory (1977) is looked to for insight • Self-efficacy plays a major role in novice teachers’ beliefs on classroom management (McNeely & Mertz, 1990)

  7. Methods • Quantitative mode of inquiry • Tschannen-Moran and Hoy (2001)’s self-efficacy scale • The three moderately correlated factors of this scale are: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. • As this study was about classroom management, we used items #1, 6, 7, and 8 and calculated the unweighted means of the respective items • Reliability of the full scale .90; for the factor corresponding to classroom management, the reliability was .86.

  8. Methods • Study used a purposive/convenient sample - candidates who were graduating in May 2013 • Incorporated as part of the Common Exit Survey • Field of the candidates was also reported. • The research question investigated is: • What is the self-efficacy in classroom management, and are there any differences among field (elementary, special education, other [secondary fields, agriculture, foreign language])

  9. Results

  10. Table 1. Number of Participants and Mean and Standard Deviation on the Total Self-efficacy Instrument

  11. Results Table 2. ANOVA Source Table Examining Field on the Dependent Variable – Overall Self-efficacy

  12. Results Table 3. Number of Participants and Mean and Standard Deviation on the Self-efficacy toward Classroom Management Factor

  13. Results Table 4. ANOVA Source Table Examining Self-efficacy toward Classroom Management Factor

  14. Fairness <> Classroom Management Fairness, the NERA’s 2013 conference theme, includes in dealings with classroom management across fields represented by different classroom teachers. The impetus to administer this scale within our Common Exit Survey was brought forth only after similar surveys found that more information on classroom management was desired by our candidates. As, such, we implemented a mandatory class in the area. Now, we are measuring self-efficacy. Thus, through this scale we sought to broaden our understanding of the needs of teacher candidates’ in-service preparation programs.

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