Date of Award

5-2020

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study investigated the degree of relationship between elementary teachers’ self-efficacy in math and reading and student achievement in math and reading in an elementary school in southeast South Dakota. The participants were 279 students in grades three through five along with 13 third through fifth grade teachers. Using NWEA Growth Map Test data, a comparison in student achievement in math and reading was made between students with highly self-efficacious teachers and students whose teachers reported low self-efficacy. The findings of this research did not show a significant difference between math or reading scores of students with teachers with high or low self-efficacy. Based on the low statistical significance, this study found no correlation between teacher self-efficacy and student math or reading scores.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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