Date of Award

5-24-2019

Document Type

Thesis

Degree Name

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

Department

Sociology

First Advisor

Dara Shifrer

Subjects

Self-efficacy, Teachers -- Attitudes, High School Longitudinal Study of 2009, Parent-teacher relationships

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.

Persistent Identifier

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

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