ORCID ID
0000-0002-6705-2898
Date Awarded
Spring 2017
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Advisor
Megan Tschannen-Moran
Committee Member
Denise Johnson
Committee Member
Jason A Chen
Abstract
This is a study about the beliefs novice teachers hold about their own self-efficacy for teaching, their personal implicit theories of intelligence, and the influence those beliefs might have on new teachers’ intentions to remain in the teaching profession. The theoretical framework incorporates three elements: self-efficacy for teaching, implicit theory of intelligence, and intent to remain in the teaching profession. Using person centered analysis, I examined the ways in which teacher self-efficacy interacted with implicit theories of intelligence and how those beliefs may be related to novice teachers’ intent to remain in the profession. Cluster analysis identified profiles of teaching self-efficacy and implicit theories of intelligence in novice teachers, and ANOVA results suggest that teachers scoring in the higher ranges of self-efficacy for teaching and displaying a more incremental theory of intelligence report that they are more likely to remain in the teaching profession as their long-term career. Results are discussed as possible avenues for improving novice teacher retention in the U.S.
DOI
http://doi.org/10.21220/W42M2X
Rights
© The Author
Recommended Citation
Feldstein, Linda E., "Teacher Self-Efficacy and Implicit Theories of Intelligence: Implications for Novice Teacher Retention" (2017). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1499449971.
http://doi.org/10.21220/W42M2X
