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Principal
Date: February 5, 2018
Course: EDUC815
Topic: Teacher Efficacy

Email: aj655@drexel.edu

Research Overview :
https://vocaroo.com/i/s1DlexWGu3QQ

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The purpose of this quantitative study is to explore how poverty can affect teacher’s self-efficacy and its impact on student achievement.

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Efficacious Pedagogy-Highly-effective teaching practices
New Teacher Efficacy-First year teacher who believe they possess effective teaching practices
Collective Efficacy-Collective self-perception that teachers in a given school make an educational difference to their students (Tschannen-Moran & Barr, 2004)
Teacher Efficacy-Teachers’ confidence in their ability to
promote students’ learning”
(Hoy, 2000)
Self-Efficacy-the eternal belief and self-confidence that has the power and skills to shape the direction of one's learning experiences (Hammond, 2015)
Efficacious Education-Successfully pedagogical practices that lead to increased student achievement

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https://vocaroo.com/i/s1ySQBrHfJe7

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The future of research will require an extensive look at the following:
-->Alternative Teaching Pathways Programs focusing specifically on the Bronx
-->Examination of High-Performing High-Poverty Schools Teacher Efficacy
-->Children who thrive despite poverty

This direction allows for multiple researchers to examine if teacher efficacy has an impact on student achievement in high-poverty schools or not..

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Efficacy of teachers depend on several factors including school leadership, professional development and teacher's individual beliefs about their teaching abilities. Research focusing specifically on how poverty impact student achievement has not been widely researched or considered in previous studies. Further research is needed to understand how important self-efficacy is to schools with high levels of poverty.

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Research on how teacher self-efficacy impact achievement in schools with high-poverty rates has yet to be studied. The role in which poverty plays in creating and sustaining efficacious teachers in schools with a low socio-economic status also has not been reported.

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1.   What professional development and job-embedded coaching opportunities exist for first year teachers who teach in low-performing high-poverty schools?

2.   How can self-esteem impact teacher’s pedagogical practices when developing task and delivering instruction?

3.   How are teacher education programs preparing teachers to deliver high-quality instruction in high-poverty schools?

4.   What factors prevent teachers from demonstrating efficacy in classrooms with low-performing students?
5. What are the cognitive outputs that shape teacher efficacy?

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School-age children who live in poverty arrive at school with a different set of academic and personal challenges than students who do not live in poverty.  The belief teachers have about their ability to effectively teach children in poverty has not been thoroughly researched, however teacher efficacy and its impact has been proven by researchers to have a positive effect on student achievement.  This literature review will focus specifically on the school children in the Bronx in New York City with an intended outcome to provide school leaders and/or pre-service teacher education programs with a toolkit to prepare teachers to be efficacious in schools with high poverty rates.  Factors that influence teacher self-efficacy according to previous research is teacher reflection, collective teacher efficacy and school leadership. The focus of the research is to also examine why teacher efficacy matters in high poverty schools and its impact on student achievement.

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Poverty impacts instruction.  When children who live in poverty are not provided with quality instruction from teachers who do not believe that their socio-economic status is a predictor of their performance, students obtain academic achievement. A teacher self-efficacy tool is needed to determine specifically how to best prepare teachers to teach in high-poverty schools.

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"I believe in these kids; I know that they can do it. I'm going to have them all ready by the end of the year-watch!" ~Mrs. Abellas 10th grade ELA teacher