Award Date

5-1-2025

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Psychology, Leadership, and Higher Education

First Committee Member

Nathan Slife

Second Committee Member

Lisa Bendixen

Third Committee Member

Sarah Wolff

Fourth Committee Member

Heather Dahl-Jacinto

Number of Pages

66

Abstract

This study investigated the relationship between pre-service teachers' self-efficacy (TSE) and their knowledge of evidence-based practices. Teacher self-efficacy, defined as the belief in one's ability to achieve specific teaching goals, plays a pivotal role in shaping teaching behaviors and student outcomes. Evidence-based practices, grounded in scientific research, are essential for effective teaching and problem-solving in diverse classroom settings. This study highlighted the importance of the two specific resources of self-efficacy and knowledge of evidence-based practices for managing classrooms and challenging behaviors. By exploring pre-service teacher resources, this study aimed to contribute to the body of literature exploring the challenges facing educators during their preparation and ultimately in the classrooms they will be responsible to effectively managing.

Keywords

behavior management; classroom management; pre-service teachers; teacher knowledge of evidence based practices; teacher sel-efficacy

Disciplines

Behavior and Behavior Mechanisms | Educational Assessment, Evaluation, and Research | Educational Psychology

File Format

pdf

File Size

1022 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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