McDonald, Denise2018-06-252018-06-252018-052018-04-23May 2018http://hdl.handle.net/10657.1/1001The purpose of this study was to determine if teacher self-efficacy is influenced by peer coaching in elementary mathematics. Survey, interview, and demographic data were collected from a purposeful sample of first year elementary mathematics teachers within a large, suburban school district located in southeast Texas. The Teachers’ Sense of Efficacy Scale survey was used to determine teacher self-efficacy both pre- and post-peer coaching. One-on-one interviews further explored the challenges and perceptions of influential factors associated with the participants receiving peer coaching. Quantitative data were analyzed using a paired t-test, frequencies and percentages, while grounded theory utilizing an open and axial coding process analyzed the collected qualitative data. Quantitative analysis demonstrated teacher self-efficacy overall was not significantly influenced by peer coaching but was shown to have compelling influence on specific areas of teacher self-efficacy in relation to student engagement, instructional strategies and classroom management. The qualitative analysis provided supporting evidence that there are clear distinctions about factors that influence teacher self-efficacy.application/pdfenMathematics--Study and teaching (Elementary)Teaching teamsDissertation2018-06-25