An Investigation into the Strength Sources of Resilient Teachers

Abstract Teacher efficacy may be the most necessary element in student achievement. Because teacher efficacy affects students, teachers, and leadership, this study sought information on the factors that affect it, both positively and negatively. Thirty one elementary teachers in a coastal district north of San Diego, CA, were surveyed for this study. Responses from these participants were analyzed in an effort to find what supports teachers need in place for their efficacy to be at its peak. This study asked teachers to rate ten contributing factors in order from 1-10 as to their significance and influence on teacher efficacy. Findings suggest that teacher efficacy influences change over time; less experienced teachers’ needs differ from more experienced teachers’ needs for high teacher efficacy. Findings also suggest participants who knew at a young age that they would become teachers have a higher teacher efficacy than those who chose to teach while in college or as an adult. Further studies on teacher efficacy and the impact of teaching experience are recommended. Further studies on the correlation of the age one decided to become a teacher and teacher efficacy are also recommended. This thesis was completed as a graduate requirement for the master’s degree in Educational Administration at California State University San Marcos. Keywords: teacher efficacy, elementary school, influences, collaboration, leadership, trust, experience, burn-out