Examining Pre-Advanced Placement English Language Arts Teachers' Self-Efficacy: A Case Study
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The role of the 21st Century teacher is one that continues to challenge all those who embrace the title. The diverse needs of students in and outside of the classroom are direct contributors to what and how teachers facilitate the learning process. Consequently, the type and frequency of professional development are pivotal to the teachers’ capacity to provide appropriate instruction. The researcher used a case study design to investigate the self-efficacy of five middle school English Language Arts & Reading (ELAR) Pre-Advanced Placement (PreAP) teachers in an urban school district. This record of study was designed to examine the factors that influence high teacher self-efficacy and advanced performance of both teachers and students in these 7th grade Pre-AP ELAR classrooms. The findings of this study suggest that high teacher self-efficacy in advanced academics can be fostered through intentional professional development, focusing on advanced instruction of their content. Additionally, administrators who support and encourage risk taking as well as collaboration among peers with similar instructional goals are vital to high teacher self-efficacy in advanced academics. Recommendations for future implementation and research include the development of a district wide Advanced Academics department to provide on-going professional development of this targeted group (Gifted and Talented, pre-Advanced Placement and Advanced Placement teachers).
Bernard, Nneka (2018). Examining Pre-Advanced Placement English Language Arts Teachers' Self-Efficacy: A Case Study. Doctoral dissertation, Texas A & M University. Available electronically from