Date Approved
3-3-2026
Embargo Period
3-2-2028
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
James Coaxum, Ph.D.
Committee Member 1
Christopher Lacke, Ph.D.
Committee Member 2
David Lindenmuth, Ed.D.
Committee Member 3
Robert Wieman, Ph.D.
Disciplines
Education | Educational Leadership
Abstract
The purpose of this qualitative narrative inquiry study was to explore how secondary mathematics teachers described their self-efficacy and how their early experiences, instructional practices, and professional relationships influenced their commitment to teaching. Although national efforts have focused on teacher recruitment, limited research examined how mathematics teachers develop and sustain teacher self-efficacy. Strengthening teacher self-efficacy is essential for supporting effective mathematics instruction, student learning outcomes, and sustained commitment to the profession. The study was grounded in Bandura’s (1977) theory of self-efficacy and examined the lived experiences of five secondary mathematics teachers. Data was collected through individual interviews, material culture review, and a focus group discussion. Findings revealed that teacher self-efficacy is cultivated personally and reinforced socially through collaboration, reflection, and professional support. Strengthening these conditions through mentoring, professional development, and collaboration can enhance teacher resilience and retention in mathematics education. This study contributes to understanding how secondary mathematics teachers’ stories illuminate the relationship among personal belief, instructional innovation, and long-term professional commitment.
Recommended Citation
DeBello, Lauren Bertoldi, "IN THEIR OWN WORDS: NARRATIVES OF SECONDARY MATHEMATICS TEACHERS’ SELF-EFFICACY" (2026). Theses and Dissertations. 3498.
https://rdw.rowan.edu/etd/3498
