Teacher efficacy for supporting student motivation refers to the extent to which teachers believe themselves to be capable of supporting their students' motivation to learn (e.g., supporting students' own efficacy beliefs, perceived value of material, and interest in the domain). In this dissertation, efforts related to the development and validation of a survey instrument designed to assess this efficacy construct were described. The relationship between teacher efficacy for supporting student motivation and student motivational beliefs and achievement in math was explored. This research also included an investigation of predictors of teacher efficacy as well as an investigation of changes in efficacy following a one-day professional development workshop. Results of confirmatory factor analysis involving data generated from 88 middle school and high school mathematics teachers supported a measurement model in which teacher efficacy for supporting student motivation was distinct from teacher efficacy in other domains (i.e., instruction and classroom management). A structural equation model in which teacher efficacy for supporting student motivation was indirectly related to student achievement in math and was partially mediated by student perceptions of classroom goal structure and student efficacy beliefs adequately fit the data. Hierarchical linear modeling identified teacher efficacy for supporting student motivation as a significant predictor of between teacher variance in students' efficacy for math and students' interest in math (on average when controlling for students' gender, English language learner status, SES, prior ability in math, and grade level). Years of teaching experience was identified as a significant negative predictor of teacher efficacy for supporting student motivation. No significant changes in teachers' efficacy for supporting student motivation following a very limited professional development experience were found. Additional research is needed to learn more about the meaning of this construct for teachers and how it works in concert with other variables such as teachers' beliefs about motivational processes to predict motivation-related instructional practices and student outcomes.The influence of the individual level predictors (student gender, ELL, SES, scaled score, test content, and grade level) can be ... in terms of studentsa#39; efficacy for math, the intercept (3.12) can be interpreted as the average efficacy score for 7th grade female students, who were not ELL, who were not qualified for free/ reduced lunch, and whose score on the lowest content level CST (middle school mathanbsp;...
|Title||:||Teacher efficacy for supporting student motivation|
|Author||:||Juliane L. Blazevski, University of Michigan|