Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
John Travers
Committee Member
Natalie Fulwider
Committee Member
Ronald P. Kern
Keywords
character education, classroom instruction, diverse populations, elementary education, ethnicity, gender, grade level, kindergarten, pedagogy, personal teacher efficacy, quantitative research, self-efficacy, socioeconomic status, state mandates, teacher effectiveness, teacher efficacy, teaching practices, years of experience
Abstract
This quantitative study examined teacher efficacy in implementing character education in the classroom. The construct of efficacy is paramount to successful performance. The research demonstrated that the construct of efficacy as it related to teaching character education could be the major contributing factor in the success of the district character education.
This study was conducted in an urban southern school district with a diverse population. The study examined both general teacher efficacy and personal teacher efficacy as measured by the Character Education Efficacy Belief Instrument (CEEBI). The CEEBI was distributed to 30 elementary schools and approximately 1,400 district teachers of kindergarten through Grade 5. The relationship, if any, between the teacher responses and the independent variables of gender, ethnicity, grade level, years of experience, socioeconomic status of students, and character education program design were examined.
The study clearly demonstrated a need for greater clarity in teaching character education. Whereas the majority of teachers felt strongly about their ability to teach character to their students, they also showed a general lack of understanding of the district‘s character education plan and the requirements of state mandates.
The results of the study should serve to inform and enlighten the district in the development of future pedagogy for character education instruction. Through participation in the study, teachers may have found the survey instrument helpful in reflecting on their personal level of efficacy in relationship to character education.