Date of Award

Spring 3-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Trey Moeller

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Anthony Rossetti

Abstract

Leaders in today’s public schools must offer professional development to provide support to teachers without overwhelming them or adding more to their plates (Preciado, 2015). With ever-expanding responsibilities and accountability for teachers in the classroom, providing much-needed support is a top priority (Preciado, 2015). Teacher attrition is costly to school districts, and it is largely due to lack of support for teachers (Neason, 2014). Edwards (2015) reported teachers who grow in efficacy stay a longer length of time in one district, increase their implementation of new teaching strategies, and have more positive attitudes toward professional growth. The focus of this study was to determine the relationship between teacher efficacy and their use of Cognitive CoachingSM tools such as wait time, pausing, paraphrasing, and asking mediative questions in the classroom. A survey to measure teacher efficacy in the areas of student engagement, instructional strategies, and classroom management was shared with two certified trainers for Cognitive CoachingSM. Those trainers, in turn, emailed a link to the survey to teachers in southwest Missouri who had completed the eight-day Foundations Seminar. Data were collected and analyzed through Qualtrics. There was a positive relationship between the level of Cognitive CoachingSM tools implemented and teacher efficacy. This information is of significance to school leaders when making decisions regarding where to invest professional development money for teachers.

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