First Advisor

Dara Shifrer

Date of Award

5-24-2019

Document Type

Thesis

Degree Name

Bachelor of Science (B.S.) in Sociology and University Honors

Department

Sociology

Subjects

Self-efficacy, High school teachers -- Attitudes, Education -- Parent participation, Mathematics -- Study and teaching (Secondary)

DOI

10.15760/honors.714

Abstract

Teachers' self-efficacy is shown to be affected by many different factors, including students, parents/families, and schools. Teachers' perception of a lack of parent/family support may be related to their reports of self-efficacy, that is, their perceived ability to successfully teach their students. This study uses data from the High School Longitudinal Study of 2009 to investigate the relationship between math teachers' perceived lack of parent/family support and their teaching self-efficacy. This study controlled for teachers' educational attainment, sex, and race to improve the estimates of this relationship. Results show that there is negative relationship between teachers' perceptions of a lack of parent/family support and teaching self-efficacy. Teachers tend to report significantly lower levels of self-efficacy when there is a higher lack in parent/family support. This relationship remained significant after introducing the control variables during regression analysis. The results can help teachers and schools be informative on this relationship and the affect it has in the classroom.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/28822

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