The Association Between Teacher Self-Efficacy, Teacher Motivation and the Implementation of Project-Based Learning (PBL) Teaching Methods
Date of Award
Doctor of Education (EdD)
School of Education
Dane Joseph, Ph.D.
Karen Buchanan, Ed.D.
Gary Sehorn, Ed.D.
This exploratory study analyzed the association between teacher self-efficacy, teacher motivation, and the implementation of project-based learning teaching methods. In addition, the study also analyzed the association between teacher self-efficacy, teacher motivation, and project-based learning methods with demographic variables and school context variables. The survey study used two items from the Ravitz 2008 PBL survey, the Teachers’ Sense of Efficacy Scale (TSES), and the Work Tasks Management Scale for Teachers (WTMST). Moderate to significant correlations were found between the teacher implementation of PBL methods and teacher efficacy in instructional strategies. Strong correlations were identified between teacher efficacy in classroom management and PBL implementation. In addition, while the association between intrinsic motivation for teaching and PBL implementation was weak, a strong correlation was discovered between identified regulation and PBL implementation. These results point toward a need for further studies on the relationship between teacher efficacy, identified regulation, and PBL implementation.
Spencer, John, "The Association Between Teacher Self-Efficacy, Teacher Motivation and the Implementation of Project-Based Learning (PBL) Teaching Methods" (2020). Doctor of Education (EdD). 145.