Advisor
Koehler-Hak, Kathrine
Committee Member
Bardos, Achilles N.
Committee Member
Clemens, Elysia V.
Department
School Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
5-1-2013
Genre
Thesis
Extent
240 pages
Digital Origin
Born digital
Description
The present study investigated the relationship between teaching experience, teacher preparation, and targeted professional development to teacher efficacy, attitudinal beliefs, and caring behaviors towards Latino linguistically diverse students. The sample included 145 teachers employed in the Western Region of the United States. Teachers responded to a demographic questionnaire which asked them to indicate their gender, race/ethnicity, age, highest degree earned, completed additional licenses, years of teaching experience, and fluency in Spanish or another language. Teachers also completed a survey packet of three Likert-type self-report surveys to measure attitudinal beliefs, teacher efficacy, and caring behaviors in the hypothesized model. Path analytic procedures showed teacher preparation, targeted professional development, and attitudinal beliefs had significant effects on teacher efficacy, whereas the effects of teaching experience were not statistically significant. Furthermore, teacher efficacy and attitudinal beliefs had significant effects on caring behaviors. Examination of these results within the context of the literature provided practical implications for teachers, teacher preparation programs and educators, and school and district level administrators in ways to potentially increase teacher efficacy in regards to Latino language minority students.
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
KellerJohnson_unco_0161D_10247
Rights Statement
Copyright is held by author.
