Date of Award
2025
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
Kathleen K. Wallace, Ed.D.
2nd Reader
Deirdra Preis, Ed.D.
3rd Reader
Melinda McKenna
Abstract
This mixed-methods Improvement Science study examined how targeted professional development on developmentally appropriate behavioral expectations and academic mindset impacts teacher efficacy, student-teacher relationships, and disruptive behaviors in a middle school setting. Quantitative data from pre- and post-intervention Teacher Self-Efficacy Scales and discipline referrals were analyzed alongside qualitative data from journal reflections, empathy interviews, and student characteristic posters. Findings indicated a significant increase in teacher self-efficacy and a reduction in disruptive behaviors. Teachers reported improved confidence in managing behavior, greater use of proactive strategies, and stronger relationships with students. The convergence of quantitative and qualitative data suggests that when educators are equipped with developmentally responsive strategies, both student engagement and school connectedness improve. This study highlights the importance of aligning behavioral expectations with adolescent development to foster positive classroom climates and enhance student outcomes.
Recommended Citation
Bankowsk, L. L. (2025). Changing mindsets: Building teacher efficacy to increase school connectedness & reduce disruptive behaviors on [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/68/
Creative Commons License
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Comments
Presented to the Faculty of Sacred Heart University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education, Sacred Heart University