Abstract
Using a sample of 147 K-12 teachers in Northeast Texas, the authors examine the importance of gender for teachers, and if gender impacts his or her own feelings of self-efficacy, while controlling for demographic variables. Findings enhance scholars’ understanding of how men and women view themselves and their perceptions of their own self-efficacy in education. This research also merges the literature in education and sociology, providing an example of how interdisciplinary research can improve our understandings of social problems found within educational institutions.
Recommended Citation
Strunc, Abbie Ph.D. and Murray, Kimberly Ph.D.
(2019)
"Understanding the Relationship between Gender and Self-Efficacy in Northeast Texas Public Schools,"
Journal of Human Services: Training, Research, and Practice: Vol. 4:
Iss.
1, Article 1.
Available at:
https://scholarworks.sfasu.edu/jhstrp/vol4/iss1/1
Included in
Community-Based Research Commons, Curriculum and Instruction Commons, Educational Sociology Commons, Gender and Sexuality Commons, Other Social and Behavioral Sciences Commons
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