Award Date

5-15-2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Shaoan Zhang

Second Committee Member

Travis Olson

Third Committee Member

Chia-Liang Dai

Fourth Committee Member

Daniel Wright

Number of Pages

151

Abstract

This dissertation examined the relationships among collaborative teaching practices, teacher selfefficacy, and self-regulation among 226 in-service K–12 teachers in Southern Nevada public charter schools. Teaching is a demanding profession that requires strong self-regulation (goal setting, monitoring, reflection, and adaptive strategies) and self-efficacy to sustain effective instruction, teacher well-being, and professional longevity. Collaborative teaching practices, which emphasize teamwork, shared planning, and peer support, were hypothesized to strengthen these psychological capacities within charter environments characterized by high autonomy and accountability. This research study focuses on 3 questions including demographic and situational variables that contribute to differences in teachers’ self-regulation, teachers with higher selfefficacy have higher self-regulation, and how school culture influences collaborative teaching practices and self-efficacy.

Grounded in Bandura’s Social Cognitive Theory, Deci and Ryan’s Self-Determination Theory, and Zimmerman’s cyclical model of self-regulation, the study employed a quantitative crosssectional survey design. Data were collected via Qualtrics using the Marburg Self-Regulation Questionnaire for Teachers (MSR-T), the Teachers’ Sense of Efficacy Scale (TSES), and the Collaborative Teaching Practices and Perceived School Culture subscales from TALIS 2018. The context of the study includes exploring in-service teachers’ self-regulation, self-efficacy, and collaborative teaching practices within Southern Nevada public charter schools. The participants included 226 in-service teachers who responded to the surveys. Analyses included multi-level modeling (MLM) regressions to test predictor contributions and relationships, Pearson correlations to examine inter-variable associations, and one-way ANOVAs with post-hoc Tukey tests to compare self-regulation across demographic groups (license type, teaching level, and school).

Results for question 1 indicated that age was the only significant demographic predictor of selfregulation (negative relationship). For question 2, contrary to the hypothesis, higher self-efficacy was associated with slightly lower self-regulation. For question 3, perceived school culture emerged as a strong positive predictor of both collaborative teaching practices and self-efficacy. School-level variance was minimal across all models.

These findings highlighted the critical role of supportive school culture in charter settings and suggested an “efficacy trap” in high-autonomy environments where strong self-efficacy may reduce deliberate self-regulatory behaviors. Implications included targeted professional development for veteran teachers, intentional culture-building initiatives to promote collaboration, and revised coaching models that pair efficacy-building with structured selfregulation support to enhance teacher resilience and effectiveness.

Keywords

charter schools; collaborative teaching practice; in-service teachers; school culture; self-regulation; teacher self-efficacy

Disciplines

Education | Junior High, Intermediate, Middle School Education and Teaching | Secondary Education and Teaching | Teacher Education and Professional Development

File Format

PDF

File Size

3200 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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