Doctor of Education (Ed.D.)
The purpose of this study was to determine if there was a statistically significant relationship between teacher self-efficacy beliefs and teacher recommendations for student retention. An online survey served as the data source for this study. The survey link was emailed to 236 kindergarten, first, and second grade teachers in an urban Virginia school district. Teachers were asked to report the number of students recommended for retention over a two year period as well as information regarding the characteristics of the children actually retained (e.g., race, gender, SES status, etc.) over that same two year period. In addition to providing the information regarding student retention, teachers were asked to complete Tschannen-Moran and Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale.;The results from the study indicated that among teachers at non-Title I schools the higher the number of recommendations for student retention, the higher the Student Engagement Subscale mean. When examining the characteristics of retained students in grades K-2 at Bayside, as reported by the classroom teacher, many of this study's findings contradicted previously published research in regards to race, family socioeconomic status, school attendance, and parental involvement.
© The Author
Rummel, Nicole Pearce, "Teacher self -efficacy beliefs and their impact on recommendations for student retention at grades K--2" (2007). Dissertations, Theses, and Masters Projects. Paper 1539618731.