MODEL THESIS

Rizza L. Garcia
MAED – EM
 APPROVED TOPIC!

The Self-Efficacy of Teachers amidst the

challenges of the 21st century teaching and
learning.

The purpose of this research is to examined the relationship

between teacher self-efficacy and instruction of 21st century skills
based on teachers perceptions. And to investigate the differences
between primary and intermediate level of elementary teachers
perceptions in self-efficacy and instructions of 21st century skills.
 MODEL THESIS
A STUDY OF K-12 TEACHERS’ PERCEPTIONS
OF TEACHER SELF-EFFICACY IN RELATION
TO INSTRUCTION OF 21ST CENTURY SKILLS

AUTHOR: Julia Geisel Davis

PUBLISHED: May 2018
Neumann University,Pennsylvania USA

REFERENCE:
https://www.proquest.com/docview/2050018024
 CHAPTER 1
INTRODUCTION
Teacher Self-Efficacy refers to teachers’ belief in his or her capability to
organize and execute courses of action required to successfully accomplish a
specific teaching task in a particular context (Moran, Hoy, & Hoy, 1998). Teachers’
sense of self-efficacy had an impact on their own practices, enthusiasm,
commitment, job satisfaction and behavior in the classroom (Schleicher, 2015).
Pajares (1996) stated that self-efficacy beliefs were important influences on
motivation and behavior, in part, because they mediated the relationship between
knowledge and action. As such, these beliefs were strong predictors of individuals’
subsequent performance. For this reason, teachers’ self-efficacy was utilized in this
study as a suitable way to determine teachers’ perceptions of their capabilities.
STATEMENT OF THE PROBLEM

QUANTITATIVE METHOD
1.What are the relationships between teacher self-efficacy and
instruction of 21st century skills based on teachers’ perceptions?

2. To what extent, if any, do elementary, middle and high school

teachers differ in their perceptions of teachers’ self-efficacy?

3. To what extent, if any, do elementary, middle and high school

teachers differ in their perceptions of instruction of 21st century
skills?
SIGNIFICANCE OF THE STUDY

To extended the current body of research relating

teacher self-efficacy to instruction of 21st century skills.
Specifically, the results of this study provided participating
schools with an opportunity to reflect on teachers’ perceptions
from K-12 and identify potential needs to be addressed in future
professional development sessions. Further benefits of this
study could result in district or school wide discussions about
best practices for instruction of 21st century skills and how to
increase and/or maintain high levels of teacher efficacy
regarding instruction of 21st century skills. `
SCOPE AND DELIMITATIONS

(1) risk of self-selection bias, which meant that often it was the most
motivated and potentially most highly effective teachers that self-selected
to participate in professional development and participate in voluntary
research
(2) the sample of schools was drawn from a specific part of the state;
therefore, results may not be generalizable to all parts of the state or
other states,
(3) there were statistical and design problems inherent with correlation
studies

The delimitations utilized by the researcher in this study were

determined by a desire to better gain an understanding of the complete
relationship that exists between teachers’ perceptions of teacher self-
efficacy and instruction of 21st century skills. In order to gain 15
perspectives of teachers, the researcher specifically targeted K-12 public
and private school teachers in Southeastern, Pennsylvania.
 CHAPTER 2
RELATED THEORIES
Rotter Locus Of Control. Rotter (1966) argued that “[a]
generalized attitude, belief, or expectancy regarding the nature of the
causal relationship between one’s own behavior and its consequences
might affect a variety of behavioral choices in a broad band of life
situations” (p. 2). In other words, one’s choices in life may be impacted
by beliefs about the link connecting one’s behavior to consequences or
rewards; these beliefs about connecting links or causal relationships
can be rooted in either an internal or external locus of control (Lesesne,
2016).
Bandura Social Cognitive Theory. Social cognitive
theory (SCT) started as the Social Learning Theory (SLT)
by Bandura (1977), former American Psychological
Association president and current Stanford professor.
RELATED LITERATURE

1.The pertinent literature was surveyed using the search engine

EBSCOhost’s specific database Academic Search Complete,
EBSCOhost’s Education Source, Google Scholar, eBooks, Education
Resources Information Center (ERIC), and ProQuest Dissertations and
Theses. The search terms used were: teacher efficacy and 21st century
skills. The time frame of the literature search commenced in August 2015
and concluded in January 2018.

2.Searching references of articles and books about self-efficacy or

teacher self-efficacy (Rotter, 1966; Bandura, 1977; Tschannen-Moran et
al., 1998; Tschannen Moran & Hoy, 2001; Klassen, Usher, & Bong, 2010)
and the connection between teacher self-efficacy and 21st century skills
(Dede, 2009; Partnership for 21st Century Learning, 2016)
RELATED STUDIES

Teacher Self-Efficacy
Evolution of Teacher Self-Efficacy
Guide to 21st Century Skills
Development of 21st century skills.
21st century skills support systems.
Intersection Between 21st Century Skills and Teacher Self-
Efficacy
 CHAPTER 3
METHOD AND TECHNIQUES OF THE STUDY
The researcher method is QUANTITATIVE METHODS and
the research design is CORRELATIONAL AND COMPARATIVE
RESEARCH.

POPULATION and SAMPLE

The target population for this study consisted of elementary,
middle and high school teachers. Out of the 900 K-12 Teachers from
public and private schools in Southeastern Pennsylvania.
.
RESEARCH INSTRUMENT
•Teachers’ Sense of Efficacy Scale
•21st Century Teaching and Learning Survey.

DATA GATHERING PROCEDURE

The instrument is retrieved through electronic survey.

DATA PROCESSING AND STATISTICAL TREATMENT

QUANTITATIVE METHOD
1. Pearson’s Correlation Coefficient
 RESULTS
 This quantitative non-experimental correlational and
comparative study investigated if and to what extent
teachers’ perceptions of teacher self-efficacy are related
to teachers’ perceptions of instruction of 21st century
skills.

 The study investigated how teachers’ perceptions of

their teacher self-efficacy and instruction of 21st century
skills differ at the elementary, middle and high school
levels.
 RESULTS
 Kindergarten through twelfth grade teachers in
Southeastern, Pennsylvania were the focus of this study.
Quantitative data was collected through a web-based
survey via Survey Monkey that collected demographic
data and used the Teachers’ Sense of Efficacy Scale
(TSES) (TschannenMoran & Hoy, 2001) and the 21st
Century Teaching and Learning Survey (Hixson et
al.,2012).

 The researcher analyzed the reported teacher

perceptions of teacher self-efficacy and instruction of
21st century skills. Significant correlation was based at
the 0.05 level.