The mediated effect of teaching efficacy on the relation between contextual variables and pupil control ideology

Herron, Jason

The mediated effect of teaching efficacy on the relation between contextual variables and pupil control ideology

dc.contributor.advisor	Hennessey, Maeghan
dc.contributor.author	Herron, Jason
dc.contributor.committeeMember	Laubach, Timothy
dc.contributor.committeeMember	Greene, Barbara
dc.contributor.committeeMember	Crowson, Mike
dc.contributor.committeeMember	Xun, Ge
dc.date.accessioned	2015-08-28T19:38:06Z
dc.date.available	2015-08-28T19:38:06Z
dc.date.issued	2015-08-14
dc.date.manuscript	2015-07-01
dc.description.abstract	The purpose of this study is to examine the observed relations between contextual variables, pupil control ideology, and pre-service teachers’ self-perceptions of teaching efficacy. Eighty-three pre-service teachers were presented with one of three fictional classroom conditions manipulating the presence of classroom resources and time constraints for instruction. The participants were also administered measures of teaching efficacy and pupil control ideology. Direct effect analysis was conducted in order to determine if teaching efficacy mediates the relation between contextual variables and pupil control ideology. Results indicated significant direct effects between (a) participant teaching efficacy beliefs, and pupil control ideology, as well as (b) participant assigned condition and pupil control ideology beliefs. Results provide implications for teacher education programs.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/17221
dc.language	en_US	en_US
dc.subject	Pupil control ideology, teaching efficacy, pedagogical decision making	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	The mediated effect of teaching efficacy on the relation between contextual variables and pupil control ideology	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Psychology	en_US