Author

Robin Lenart

Publication Date

2016

Document Type

Dissertation/Thesis

First Advisor

Summers, Kelly (Professor)||Tonks, Stephen M.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Teachers--Attitudes||Self-efficacy||Academic achievement

Abstract

This study was an exploratory study examining teacher beliefs about the factors that influence student dropout, their implicit theory of intelligence beliefs, and their self-efficacy beliefs. A three part survey was used in this study. The first part of the survey, an instrument developed for this study, was based on Rumberger's 2011 Framework for Understanding Dropout. The second instrument was the Theories of Intelligence Scale (TIS; Dweck, 1995) and the third instrument was the Teacher Self Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001). Participants were 276 secondary teachers. Results indicated that participants placed a higher importance on individual factors than on institutional factors in terms of influence on dropout. Results did not support the hypothesis that positive correlations would exist among the three measured constructs. A positive correlation was found between teachers' theories of intelligence and their self-efficacy. Further research examining teacher beliefs about the factors that influence student dropout, their beliefs in the malleability of student intelligence, and their own efficacy beliefs is needed.

Comments

Advisors: Kelly Summers; Stephen Tonks.||Committee members: Brad Hawk.||Includes bibliographical references.

Extent

v, 119 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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