Date of Award
2026
Document Type
Dissertation
Degree Name
Education (Ed.D.)
Department
Administrative and Instructional Leadership
First Advisor
Jenny Yang
Second Advisor
Seokhee Cho
Third Advisor
Stephen Kotok
Abstract
his non-experimental correlation study examined the relationship between teacher self-efficacy and student achievement. The participants were elementary teachers and their students in grades 3-5. Teachers' self-efficacy was measured by teacher responses from Tschannen-Moran & Hoy's Teacher Sense of Efficacy Scale. Student achievement scores were obtained from the 2018-2019 New York State English Language Arts and Mathematics Assessments. Other factors such as teaching experience and teacher evaluation were variables in this study. Simple linear regressions and one-way ANOVAs were conducted to look closely at the relationships between the variables. The results revealed that teachers’ years of experience in the field positively predicted teachers’ self-efficacy which in turn positively predicted teachers’ APPR ratings and student achievement in ELA and math. When comparing novice, intermediate, and veteran teachers' experience levels to students’ ELA and math achievement scores, no significant differences were found. The findings of this study have implications for educators, researchers, and policy makers, especially as states continue to reform teacher evaluation systems. Teacher effectiveness is vital to student success. Future research is still needed to continue to investigate the complex relationship between teachers' self-efficacy and student outcomes.
Recommended Citation
Costa, Rowena, "THE RELATIONSHIP BETWEEN TEACHER SELF-EFFICACY AND STUDENT ACHIEVEMENT" (2026). Theses and Dissertations. 1051.
https://scholar.stjohns.edu/theses_dissertations/1051