Date of Award
Action Research Project
Master of Arts in Education
Montessori Early Childhood
The study was designed to investigate the effects of daily readings on teacher-efficacy within a Montessori environment. This self-study used daily Montessori readings, recording of mastery experiences, scales of accomplishments, surveys of confidence and daily reflections as a way to increase teacher-efficacy over the course of five weeks. I conducted the research in two different Montessori schools. The study highlighted teacher-efficacy in working with children and in working to build a new school. Both schools were located in the Midwest. The first portion of the study was conducted in an established Montessori classroom with 28 children ranging from 2.5-6. The second half of the study was conducted in a newly built Montessori environment. The participant noted that confidence in her abilities significantly grew through these efforts to increase teacher-efficacy.
Jones, Gillian K.. (2018). Improving Teacher-Efficacy. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/262