Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Effective leadership in school-community partnerships(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Keenan, Matthew James; Chairperson, Graduate Committee: William RuffThe broad approach of Multi-Tiered Support Systems (MTSS) is a well-established educational practice that has found acceptance on the national level, as it has been demonstrated to help students improve more effectively than the 'wait-to-fail' approaches of the past. There are many studies examining the implementation of MTSS systems and the factors associated with their successful integration into the school culture, including pre-service preparation, ongoing professional development, educational leadership, cultivating staff buy-in, the use of appropriate supports and interventions, etc. While traditional MTSS systems focus primarily on curriculum or student behavior there is also increasing recognition of the impact that a student's social and emotional growth has on their academic success, and schools are seeking more holistic ways to support struggling students with the cooperation of school staff, community organizations, and the families of students. The process of developing and implementing these new, collaborative MTSS programs that rely on partnerships between schools and community organizations have not been well documented, especially at the secondary level. This phenomenological case study examined the implementation of a new partnership between a large, public high school and a community organization designed to support these non-academic barriers to learning through the use of increasing interventions. Semi-structured interviews were conducted and artifacts associated with the program were collected and analyzed to examine the role of school leaders in this process of building partnerships. These data led the conclusion that school leaders play critical roles in cultivating the conditions within the school to allow for and welcome innovative programs to meet student needs, and they also serve as the conduits between their schools and potential community partners to implement collaborative programs. While school leaders are not directly responsible for conceptualization and implementation of every innovative school program, they are responsible for the school culture, climate, and policies that can either enhance or inhibit the implementation of innovative partnerships.Item Teacher self-efficacy development in an international school in the Dominican Republic(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Zerbe, Robin Joy; Chairperson, Graduate Committee: Tena VerslandAs the teaching profession becomes increasingly challenging and teachers leave the profession at an alarming rate, school leaders need to understand the factors that influence teacher resiliency and longevity. A teacher's self-efficacy beliefs have been found to affect teacher's emotional and physiological well being (Bandura & Locke, 2003), job satisfaction (Caprara, Barbaranelli, Steck, & Malone, 2006, Hoigaard, Giske, & Sundsli, 2012), and stress management (Bandura, 1997). Self-efficacy also impacts effort and performance (Tschannen-Moran & Woolfolk Hoy, 2001), professional commitment (Coladarci, 1992; Ware & Kitsantas, 2007, 2011; Klassen et al., 2013), and longevity in the profession (Wentzel & Wigfield, 2009). In consideration of the value of teacher self-efficacy, there is a lack of qualitative research explaining how self-efficacy develops in teachers. The present study used a qualitative phenomenology methodology to explore beliefs, factors, and experiences that influence the development and strengthening of self-efficacy in teachers. The choice of a phenomenological study reflected my belief that the best way to grasp the very essence of individual teacher beliefs was to dialogue with teachers about their lived experiences in the context of a particular situation (Moustakas, 1994; Creswell, 2013). The present study utilized focus groups and individual conversations with teachers in a K-12 international school in the Dominican Republic. This study also embedded a quantitative teacher self-efficacy survey instrument to select participants and to describe their perceived self-efficacy levels. The results indicated emerging themes of Connection, Support, Knowledge and Growth, Balance, and Gratification as factors shaping self-efficacy beliefs. This study contributes to our understanding of how self-efficacy develops by illuminating a self-efficacy growth cycle with eight stages: The Gold Standard, Teaching Challenges, Dissonance, Perspective, Teacher Behavior Change, Intentional Practice, Equilibrium, and Self-Efficacy Growth. The study also revealed cognitive processes of self-reflection, self-regulation, cognitive flexibility, growth mindset, intentional positivity, reminding oneself of calling/commitment and mental models of prior success and growth as catalysts to develop, change, and strengthen self-efficacy. In conclusion, the results from this study may inform administrators, teachers, mentors, instructional coaches and university programs about intentional, proactive ways to guide teacher self-efficacy growth.Item Becoming the teacher who 'can' : transformation through teacher self-efficacy and stress management(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Nelson, Laurie Christine; Chairperson, Graduate Committee: Arthur W. BangertDeemed as a helping profession, teaching requires a combination of knowledge, skill and commitment to others. Teachers must assume varied roles in highly complex environments that fall under high accountability and demand, marking it as a stressful occupation. Particularly vulnerable are those learning to teach; they must be prepared for the realities of today's classroom, understanding the multiple roles that will be required of them. They experience a role-reversal as they transform from student to teacher. In order to negotiate this shift in perspective they must possess both an optimistic belief in their competence and ability to cope with the demands. This phenomenological study examined the experiences of secondary education pre-service teachers as they transformed from student to teacher. It captured a sense of their general and personal preconceptions regarding stress and coping, their experiences of stress and coping as they learned to teach, and the supports and resources that they perceived as preparing them to enter the teaching profession, particularly with teacher self-efficacy. The development and implementation of a stress management workshop served a dual purpose to provide a stage to build teacher self-efficacy. Three theories provided a foundation for the conceptual framework: Karasek's (1979) Job Demand-Control-Support Theory, Mezirow's (1999) Transformational Learning Theory, and Bandura's (1977) Self-Efficacy Theory. The participants were eight secondary English teacher candidates. Qualitative interviews and data collected from the workshop highlighted transformational profiles analyzed to capture the transformation. The results indicated emerging themes of trust, connection, purpose and balance as important tenets to cultivate teacher self-efficacy. These tenets were promoted through earlier and extended time in field experiences, social support through networks and learning communities, critical reflective activities and self-care initiatives. The stress management workshop provided a mediating support. The significance of this study may inform those who prepare teaching professional about proactive ways to build teacher self-efficacy and promote wellness among teacher candidates.Item Depression in women : a psychologicaland social investigation(Montana State University - Bozeman, 1978) Stearns, Michelle Marie; Chairperson, Graduate Committee: Richard K. HorswillItem Nutrition as it relates to mental health(Montana State University - Bozeman, 1972) Mogen, Ronald LeeItem Determination of teachers problems(Montana State University - Bozeman, 1964) Martin, Gary FrancisItem What psychological health means to the helping relationship in producing conditions for growth and change(Montana State University - Bozeman, 1974) Kline, Rodger LeeItem The effects of play therapy on the self-esteem of adults with developmental disabilities(Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Watts, VirginiaItem Correlation of active participation in learning and positive self-concept in older adults(Montana State University - Bozeman, College of Education, Health & Human Development, 1991) Tippett, Kay Ann