Term Paper: Teacher Efficacy

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Teacher Efficacy

Connecting Teacher Efficacy and Student Achievement in Higher Education Business Classes

Academic achievement is an important step in obtaining one's life goals. Education is a two-way street. It involves communication between the teacher and student. This research is based on the premise that academic achievement is not entirely the result of student effort. It proposes that teacher efficacy is closely tied to student education. This research will examine the connection between teacher efficacy and student achievement in higher education business classes.

Introduction and Aims Statement

Higher education is an important step in achieving one's life goals. Higher education provides students with the potential for higher salaries, career advancement opportunities and growth that they would not otherwise have. Student success in school is critical to the advancement of a society. This places education at the core of its socio-economic development (Caprara et al., 2003). A technologically advanced society depends on a steady supply of workers with the skills necessary to build and operate the technology that it desires. This places higher education at the top of its priority list.

Academic achievement, as measured by grades, is considered to be the key output of colleges and other higher education facilities. Colleges themselves are evaluated on student achievement through state and national accreditation institutions. Grade point averages are used as a sole means of measuring success. The faculty is the only administrator of these instruments. It is their opinion that will influence the success of the student and the success of the college itself. The faculty and the grades that they assign to student work, therefore, have a heavy impact on the success of society as a whole. Higher Education teachers determine whether society will have the supply of students that they need to achieve their technological goals.

Faculty often does not consider the importance of their role in determining the direction and success of the students, their institution, or society as a whole. If they do not provide enough passing grades, the students will fail, the college will be rated poorly, and society will not have enough skilled workers to fill its labor demands. If higher education faculty assign grades that are too high and do not accurately represent the skills of the student, they will cause society harm by falsely representing the future labor workforce. Faculty plays a critical role in the performance of a society and its ability to compete in the market place.

Faculty serves as the main instrument for fostering student achievement. In Maryland, community colleges have seen significant increases in enrollments and decreases in the full-time faculty presence in the classroom. An increased proportion of part-time faculty are teaching this immediate enrollment increase. Accreditation standards for the Maryland Community College system require a 50 to 50 ratio of full to part time faculty. Over the past three years Maryland's full to part-time average has decreased to a 46 to 54. During this same period of time, achievement has decreased in major programs by an average of 4% per year over the past three years. The effectiveness of the part-time faculty on student achievement is of critical concern during this period of increased enrollments and decreased full-time faculty.

As the proportion of full to part-time faculty decreases, the ability of the teacher to fulfill their role in providing the required steady supply of a highly skilled labor force becomes all the more important. Part-time staff must have the same skills and meet the same standards as full time faculty. They have the same pressures, but they must meet these demands with fewer hours dedicated to the task. Teacher efficiency refers to the ability of the teacher to deliver the material in a way that promotes maximum student potential and performance. Many factors have been found to be linked to teacher efficiency. They must have the proper educational background, use research-based teaching methods, and they must enjoy what they are doing. The focus of the teacher need to be on achieving maximum student outcomes.

Over the past 20 years, researchers have shown that teacher's perceptions of their self-capability to educate students are significantly and positively related to teacher behaviors that promote student achievement (Goddard & Goddard, 2001). Albert Bandura introduced the concept of "self-efficacy or beliefs in one's capacity to organize and execute the courses of action required to produce given attainments (Bandura, 1977). Teacher efficacy is a reliable precursor to and predictor of student achievement (C.D. Bruce et al., 2010). Further research has continually supported the concept of high teacher efficacy with high student achievement (Moran, Woolfolk and Hoy, 1998).

Teacher efficiency differs from teacher efficacy. Teacher efficiency refers to the actual output of teacher efforts. Teacher efficiency is traditionally measured by grades and directly reflects the achievements and abilities of the students that they teach. Teacher efficiency is measured by output, which is reflected in the grades of the student. On the other hand, teacher efficacy refers to the teacher's beliefs about their ability to teacher and to achieve positive student outputs through the skills of the students and the grades that they achieve. It is important to understand the differences between these two concept for the purposes of this study. This explanation is necessary, as this study involves the effect of teacher efficacy on teacher efficiency, as measured by differences in grades. Understanding the difference between these two definitions will be seminal in understanding how the results of this study can be applied to a real-world teaching experience.

The traits of teacher efficiency and teacher efficacy apply whether the faculty is part-time or full time. This research will investigate concerns over the falling full time to part-time faculty ratios at Maryland institutions of higher education. It is based on the premise that full time faculty achieve better outcomes, as they have more time dedicated to preparing their coursework, researching their topic and in providing students to meet one-on-one with the staff to resolve any issues that they might be having with the coursework.

Part-time staff might consist of some highly skilled and talented teachers, but they often have other obligations outside of the classroom that limit their time that they can dedicate to their course related activities. It is suspected that this lack of dedicated time will be reflected in the quality of their coursework, regardless of the talent and skill of the person as a teacher. This is one of the key concerns with the falling full time to part time teacher ratios in Maryland.

There is little that the state of Maryland can do to increase the number of full time faculty. They must find a way to compensate for the teachers that they can find. They have a responsibility to provide the best education possible for their students and the companies who will eventually employ them. Concerns over teacher efficiency between full and part-time faculty are the key reasons for this investigation. The state of Maryland must find a way to make the most of their part-time staff in order to produce the best outcomes for the students that they teach.

Concerns regarding quality in the classroom by Maryland Higher Education Administration officials and the Middlestates Accreditation Association regarding this trend towards part-time faculty has manifested a critical review of student classroom performance. Business programs are one of the top two programs in the state that are receiving a majority of the increased enrollments and that are being required to hire significantly more part-time faculty to accommodate the growth. Part time business faculty may possess strong business backgrounds and have many essential skills to teacher, but minimal teaching experience. Many part-time faculty have other obligations outside the classroom. While this provides them with real-world experience to share with the students, they often do not have the formal teaching education that is needed to get the message across, or to assess the abilities of their students to absorb and use the information.

This study will explore teacher efficacy among part-time Maryland business school teachers at higher education facilities. The premise of this research is based on the belief that a teacher's feelings about their ability to teacher have a significant impact on their actual ability to do so. It is expected that teachers with a higher self-efficacy will produce students with better student outcomes, as measured by student grades. This research will use several measures to assess both teacher feelings of self-efficacy and actual student performance. It will explore the link between teacher feelings of self-efficacy and actual student outcomes.

The result of this research will provide another criteria and source of measurement that colleges can used to increase the efficiency of their staff. They can use self-efficacy measurement as another hiring criteria for staff. This will help them to meet the demand of our high-tech society and to maintain the best staff possible, regardless of whether the teachers that they hire are part-time or full time staff.

Research Interest:

The aim of this research is to evaluate the relationship of student… [END OF PREVIEW]

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Teacher Efficacy.  (2010, December 8).  Retrieved July 15, 2019, from https://www.essaytown.com/subjects/paper/teacher-efficacy/5454

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