Summers, Kelly (Professor)||Tonks, Stephen M.
Ed.D. (Doctor of Education)
Department of Leadership, Educational Psychology and Foundations
Teachers--Attitudes; Self-efficacy; Academic achievement
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.
Lenart, Robin, "Teacher beliefs about factors that influence student dropout, implicit theories of intelligence and self efficacy" (2016). Graduate Research Theses & Dissertations. 5216.
v, 119 pages
Northern Illinois University
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