Date of Award
Doctor of Education (EdD)
Education Systems Improvement Science
Dr. Brandi Hinnant-Crawford
Dr. Sherry A. Hoyle
Dr. Jacquelynn Malloy
Dr. Daniella Hall-Sutherland
Novice teachers often struggle to meet the demands of an expansive workload in their first years in the classroom. As reality sets in, district, school, parent, and communal needs often diminish the excitement of their first classroom, thus leading to low rates of teacher efficacy and early-career burnout. This is an educational dilemma because teacher vacancies are rising in schools such as Mockingbird High, a southeastern school with high poverty rates and varying racial demographics. This study aimed to determine if Lewis and Hurd’s (2011) lesson study model, an instructional intervention, influences novice teacher efficacy during the transitional period from initial certification to early years in the classroom.
Using a concurrent triangulation mixed method design, I collected and synthesized data from participants’ responses and Teacher Sense of Efficacy Scaled Survey ratings. By contextualizing the analyzed data, qualitative and quantitative data integration revealed perceptual changes in efficacy and a moderate significance on participants’ overall teacher efficacy.
The study revealed a need for targeted support of novice teachers during their early years in the field. The findings indicate a need for collaborative professional learning focused on content-specific instruction. Content-specific professional development, reflective processing, and intentional time to improve professionalism with peers were noted as primary indicators of efficacy growth from lesson study intervention. My research contributes to the transitional period of novice teachers and the malleability of their teacher efficacy during their early years in the classroom.
Hering, Taylor B., "Efficacy Meets Inquiry: Impact of Lesson Study and Reflective Inquiry on the Development of Novice Teacher Self-Efficacy" (2023). All Dissertations. 3476.