Examining the relationship between teacher self-efficacy and instructional style of community college stem faculty

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dc.contributor.advisorWeiser, Brenda
dc.contributor.committeeMemberPeters, Michelle
dc.contributor.committeeMemberDivoll, Kent
dc.contributor.committeeMemberWatson, Sandra
dc.creatorUnruh, Jeremy Dean
dc.creator.orcid0000-0001-7971-8039
dc.date.accessioned2020-02-05T19:54:05Z
dc.date.available2020-02-05T19:54:05Z
dc.date.created2019-12
dc.date.issued2019-11-11
dc.date.submittedDecember 2019
dc.date.updated2020-02-05T19:54:05Z
dc.description.abstractThe purpose of this study is to examine the relationship between teacher self-efficacy and the instructional style of community college STEM faculty to explore a possible connection between teacher self-efficacy, instructional style choice, and its possible impact on STEM reform for community colleges. This study is designed as a sequential mixed-method approach with a quantitative survey that is then followed by qualitative interviews to explore emergent themes not captured in the survey. Thirty-nine STEM community college faculty from two community colleges in southeast Texas participated. This study revealed that overall teacher self-efficacy, its subcategories in student engagement, and instructional strategies showed significant differences between the teacher-centered and student-centered STEM community college faculty. These discrepancies were explained by the interviews and included topics of disrespect from university faculty, differences in the accepted definition of student engagement and student-centered instructional styles, and beliefs that having a lab attached to the course makes your instructional style student-centered. Possible causes of these discrepancies were explored and were found to be tied to the lack of training in both pre-service and in-service. Recommendations for changes to both pre-service and in-service training and institutional response were discussed to repair the system of professional development and pre-service academics to get a stronger response to STEM reform in community colleges.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/2155
dc.language.isoen
dc.subjectCommunity college, STEM, Student-centered instruction, Teacher-centered instruction, Teacher Self-efficacy, Instructional styles
dc.titleExamining the relationship between teacher self-efficacy and instructional style of community college stem faculty
dc.typeDissertation
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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