Hartman, Philip (2023) Effect of Coaching on Self-efficacy in Teachers: The Moderating Role of Mindset. Bachelor thesis, Psychology.
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Abstract
One of the most important qualities a teacher has is self-efficacy. Self-efficacy has been shown by research to help teachers deal with adversities in their job. Having high self-efficacy therefore enables them to be the best teacher they can be, which in turn helps shape the future. One of the ways to increase a teacher’s self-efficacy is by a coaching intervention. The coaching intervention investigated in this research primarily focuses on reflection as a tool of self-improvement. However, a teacher’s ability to learn from this intervention may depend on a teacher’s mindset. Accordingly, we wanted to find out how a fixed or a growth mindset influenced self-efficacy development in teachers after the intervention. A self-report study was conducted in the form of a survey at 11 elementary schools with a pre- (N = 88) and post-measure group of teachers (N = 58), in which we used an independent sample t-test to get results from our sample. There were no significant results recorded regarding the influence of mindset as a moderator nor an improvement in self-efficacy after the coaching intervention. Therefore, we concluded the intervention had an insignificant effect on self-efficacy and mindset was not a moderator for self-efficacy. Avenues for future research are discussed.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Jonge, K.M.M. de |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 21 Jul 2023 09:49 |
| Last Modified: | 21 Jul 2023 09:49 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2528 |
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