Date of Award
Master of Education (MEd)
Patricia C. Kornelis
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.
Van Hulzen, Morgan, "Self-Efficacy and Its Effect on Student Achievement in Reading and Math" (2020). Master of Education Program Theses. 139.