Date of Graduation
5-2025
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership (EdD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Pijanowski, John C.
Committee Member
Brady, Kevin P.
Second Committee Member
Smith, Marcia S.
Keywords
diffusion theory; educational evaluation; teacher evaluation; teacher self-efficacy
Abstract
This mixed methods study sought to determine the effect of adopting a unifying model-of-instruction on teacher self-efficacy and the development and evaluation processes of administrators. By assessing the level of teacher self-efficacy (Tschannen-Moran & Hoy, 2001) in the nascent stages of the instructional model’s implementation, then reassessing it after a multiple-month sequence of professional learning, the researcher provides a judgment on statistical significance concerning the two measurements and conjectures the extent to which the instructional model impacted any differences in self-efficacy levels. Using two separate “before and after” interviews with purposefully selected administrators, the researcher explored how the unification of instructional practice with a common framework for providing feedback impacted school leaders as they sought to develop teachers around a consistently defined paradigm in this model-of-instruction.
Citation
Carpenter, C. D. (2025). An Instructional Remodel: How Adopting a Unifying Model-of-Instruction Impacted Teacher Self-Efficacy and Teacher Development and Evaluation Efforts in a Midwestern High School. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5662
