Related Academic Research
Reed (2018) surveyed 1,182 teachers to determine the relationship between teachers’ self-efficacy and their level of Catalyst implementation. The statistically significant correlations included:
Foundational Skills certified teachers had higher self-efficacy in the area of management.
Demonstration certified teachers had higher teacher efficacy in the areas of Engagement, Instruction, and Management.
Elliott (2023) surveyed 2,841 teachers in Minnesota to examine the relationship between teachers’ self-efficacy for managing disruptive behavior and their beliefs about, and frequency of, sending students out of the classroom in response. Self-efficacy is a person’s belief in their own capacity to be successful. Higher ratings of self-efficacy was statistically correlated with:
Less frequent use of send-outs
The belief that send-outs should happen less frequently