The Roles Of Teacher Self-efficacy And Spirituality In Classroom Practices

Abstract

ABSTRACT

SARAH ARY GRANT THE ROLES OF TEACHER SELF-EFFICACY AND SPIRITUALITY IN ELEMENTARY CLASSROOMS Under the direction of SHERAH B. CARR, Ph.D.

Over half of teachers consider quitting the occupation before reaching the five-year mark. Within the United States, diverse student populations, little support from administrators, few opportunities for collaboration with fellow teachers, and lack of resources all contribute to the high percentages of teacher turnover. Education research links heightened self-efficacy to teacher retention. Additionally, spirituality appears to be a mediating factor to the stressors associated with the occupation. However, little research exists on the reasons behind veteran teachers’ decisions to remain in the profession, specifically related to efficacy and spirituality. This qualitative case study explored the classroom practices of teachers with high self-efficacy and spirituality. Participants were one kindergarten and one fifth-grade teacher who self-reported high scores on the Daily Spiritual Experience Scale and the Teachers’ Sense of Efficacy Scale. Data included weekly observations and subsequent interviews with each teacher. Data were analyzed using the constant comparative method. The results revealed four overarching themes: having a calling, knowing what works, committing to everyday successes, and maintaining relationships. In addition, the participants found distinct connections between their personal teaching efficacy and spirituality. Recommendations for future research include qualitative and quantitative research on teachers with heightened efficacy and spirituality as well as how these constructs impact classroom practices and student success.