A case study of an experienced English teacher's selfefficacy and persistence through "crisis" situations:
Theoretical and practical considerations
Milner, H.The High School Journal 86. 1 (Oct/Nov 2002): 28-35.
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The purpose of this case study was to understand and to describe the sources of selfefficacy (Bandura, 1997) for an experienced European American teacher in a suburban
high school. Like other teachers who may have left teaching, this teacher had been
challenged over the years. This could have threatened her sense of self-efficacy and
ultimately resulted in her leaving the teaching profession. Yet she persevered. Her
experiences can teach us about teacher self-efficacy and teacher persistence. Findings of
this case study have implications for teacher self-efficacy theory, for future research and
for teacher retention.
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Introduction
Up to 25% of beginning teachers do not return for their third year of teaching, and almost
40% leave the profession within their first five years (Gold, 1996; Harris & Associates,
1993). Several factors have been identified as contributing to teacher attrition (Macdonald,
1999). For instance, research has found that many teachers leave the profession because
they become burned out, and teacher burnout has been linked to teachers' perceived selfefficacy in classroom management (Brouwers & Tomic, 2000; Emmer & Hickman, 1991).
Indeed, teachers, in a general sense, experience difficult times and adverse situations that
could cause them to leave the profession almost daily. In light of the high turn over rate
among teachers, one of the things that we need to understand is what keeps a teacher in
the profession in the midst of difficult situations that most (if not all) teachers experience.
The purpose of this case study was to understand the sources of self-efficacy (Bandura,
1997) and persistence for an experienced European American teacher in a suburban high
school. Like other teachers who may have left teaching, this teacher had been challenged.
However, she never considered quitting. Challenging situations could have threatened her
sense of self-efficacy and ultimately resulted in her leaving the profession. Yet she
persevered. This research attempts to extend our knowledge of teacher self-efficacy and
persistence; it has the potential to help mitigate attrition at a time when teacher shortages
are projected and when we need to learn more about teacher self-efficacy and how to
retain teachers.
The major research questions that guided this investigation included: What was the nature
of this teacher's sense of efficacy? What were this teacher's sources of self-efficacy to keep
her in teaching? What was the teaching context like for this teacher? What contextual
factors influenced this teacher's perseverance? What was the relationship between this
teacher's confidence, and her perseverance? What sources contributed most to her sense
of efficacy? What contextual sources undermined her sense of efficacy?
Teacher Self-Efficacy
This research is grounded in teacher self-efficacy theory. For more than 20 years,
teachers' sense of efficacy has been related to student outcomes such as achievement
(Ashton & Webb, 1986; Ross, 1992), motivation (Midgley, Feldlaufer, & Eccles, 1989), and
persistence (Milner & Woolfolk, in press). What we know is that beliefs teachers have
about their abilities to affect students in desired ways (self-efficacy beliefs) influence their
persistence when things do not go smoothly. We now understand that "teachers with a
high sense of efficacy work harder and persist longer even when students are difficult to
teach, in part because these teachers believe in themselves and in their students"
(Woolfolk, 2001, p. 389). Teachers with a higher sense of self-efficacy exhibit greater
enthusiasm for teaching (Allinder, 1994), have greater commitments to teaching
(Coladarci, 1992), and are more likely to stay in teaching. In short, we have knowledge
about the effects of self-efficacy but have little knowledge about social and contextual
aspects--and these sociocultural influences are increasingly being recognized as essential
considerations in our knowledge about teacher self-efficacy (Burke-Spero, 1999; Milner &
Woolfolk, in press).
Bandura postulated four sources of efficacy expectations: mastery experiences,
physiological and emotional states, vicarious experiences, and social persuasion. Mastery
experience has been identified as the most powerful source of efficacy information--the
perception that a performance has been successful typically raises senses of efficacy while
the perception of failure lowers senses of efficacy, contributing to the expectation that
future performances will also be inept. The level of emotional arousal, either of excitement
or anxiety, adds to the feeling of mastery or incompetence. Vicarious experiences are
those in which someone else models the tasks in question. When a model with whom the
observer identifies performs well, the efficacy of the observer is often enhanced. When the
model performs poorly, the efficacy expectations of the observer decrease. Social
persuasion may entail a "pep talk" or specific performance feedback. The potency of
persuasion depends on the credibility, trustworthiness, and expertise of the persuader
(Bandura, 1997, 1986). Beyond direct attempts at persuasion, other social factors may be
important as well. For teachers, forms of social persuasion can include the responses of
their students (Mulholland & Wallace, 2001) and the sense of collective efficacy within the
entire faculty (Goddard & Goddard, 2001). In addition, social persuasion, in the form of
social support systems, is one of the major occupational stress reducers (Bandura, 1997).
Thus, social persuasion in terms of verbal feedback and specific help, encouragement,
praise, and norms of persistence and achievement can help create a supportive social
environment, whereas lack of feedback, non-responsiveness from colleagues and students,
criticism, and norms of neglect can create an unsupportive environment.
The effect of contextual factors, and how these factors interact to affect teacher selfefficacy, has not been well addressed in the literature. Teacher self-efficacy theory at
present suffers from this lack of knowledge. For the past 25 years, teacher self-efficacy
has been studied predominantly through quantitative scales and surveys. However,
researchers (e.g., Burke-Spero, 1999; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998)
have called for qualitative studies to deepen and broaden our understanding of teacher
self-efficacy. Tschannen-Moran et al. (1998) note that
...qualitative studies of teacher self-- efficacy are overwhelmingly neglected. Interviews
and observational data can provide a thick, rich description of the growth of teacher selfefficacy. Interpretive case studies and qualitative investigations are needed to refine our
understanding of the process of developing efficacy. (p. 242)
In particular, the depth of context has been seriously overlooked in our knowledge
regarding teacher self-efficacy theory. This research used qualitative methods to
understand and think about this teacher in this context and situation.
Methods
This study employed a case study approach (Stake, 1994) to gather data using researcher
observations and interviews as data collection techniques. The case study method was
selected because it provided the researcher an opportunity to deeply understand the
teacher's experiences through talking, listening, and observing the teacher in the context
of her school setting. Specifically, over a six-month period (September-February) during
the 2000-2001 academic-year, the researcher conducted context observations in the
school. Throughout the entire five months of the inquiry, the researcher attended and
observed this teacher's classes and randomly attended other schoolrelated activities (e.g.,
a band concert, a school play), as well as other contexts (e.g., the library and cafeteria)
for the entire school day. Most mornings, the researcher was in the school before the bell
sounded talking to students and/or teachers. Context observations included the researcher
recording field notes in the classroom, library, cafeteria, and hallways. Although the
researcher participated in some of the classroom tasks, he was more of an observer than a
participant.
In addition, five 1 to 2-hour semi-structured interviews were conducted. The interviews
typically were conducted during the teacher's lunch hour, planning block, or after school.
Interviews with the participant were tape recorded and transcribed. Triangulation as well
as member checks also were employed to ensure the integrity of the study. In particular, I
made sure that the teacher in this case study reviewed the materials produced in the study
to reduce ambiguity (Janesick, 1994). In addition, because findings as revealed in this
study were based on both observations and interviews, the patterns of findings
thematically emerged from multiple data sources resulting in triangulation. When the
teacher repeated a point several times in an interview, this became what the researcher
called a pattern. As the researcher analyzed interview transcripts and observation field
notes, a coding system was developed to identify patterns of findings. The researcher used
these patterns of findings, as developed through the coding system, to triangulate
responses and actions of the participant. For instance, when what the teacher articulated
during interviews became evident in the participant or the students' actions, this resulted
in triangulation. Moreover, when the participant repeated information several times (in
different interview settings for instance), this also resulted in triangulation. Both interview
and observation data resulted in the emergent patterns through triangulation as the
researcher connected the issues revealed in interviews and through his observations.
This Teacher
Mrs. Albright, is a female European American English teacher who lives and teaches in the
Stevenson county school district. In the researcher's sampling decision, several qualities
were considered. She was: (a) a reflective and an articulate teacher, (b) an experienced
teacher, and (c) a teacher willing to participate.
This School.
The research setting for this study met two criteria: (a) access and (b) proximity.
Constructed in 1992, Stevenson High School was open to this research, and it was within a
20-minute drive from the university. It was an economically affluent, Midwestern,
suburban high school serving 1649 students with a mostly White homogeneous group of
enrollees. According to a Stevenson county realtor, houses in the district ranged from
$150,000 to $300,000. Stevenson High School was known for competitive soccer and
lacrosse teams.
Findings and Interpretations
In essence, Mrs. Albright enjoyed her work and was a successful teacher. What kept this
teacher teaching so effectively for 19 years is information that may have implications for
other teachers, researchers, and theorists. Clearly, through Mrs. Albright's many years of
teaching, she had experienced many positive experiences but like other teachers there was
also a time when she questioned her ability to teach effectively. I am referring to this
experience as a "crisis experience"--one that affected her profoundly. This crisis could
have caused her to leave the profession; however, she never considered quitting. There
was one occurrence that stood out in her mind as she reflected on her persistence. Thus,
this crisis experience could have been a decision point for Mrs. Albright. I begin the results
section, discussing a crisis that stood out in Mrs. Albright's mind. Subsequent sections will
discuss her self-efficacy and persistence through the crisis situation.
A Crisis Situation for Mrs. Albright
A few of Mrs. Albright's students and their parents had criticized her for not being "tough
enough" in her teaching and grading in an enriched class (a course for the academically
gifted and talented). This experience caused her to question her competence and thus her
confidence was shaken. As she explained:
I was criticized about five years ago. I was criticized by really bright students and their
parents.. they said, [Mrs. Albright], you're not hard enough; you're not challenging
enough. And I really wasn't..I wanted to nurture. They were freshman, and this was a new
school and a new experience for them..I was surprised because I had worked so hard, and
I thought I was giving them what they needed, you know, nurture, guidance.
Mrs. Albright "worked so hard," and she wanted to make the new students' educative
experiences positive through her nurture. From that experience, she began questioning
herself. She believed at that time that she was giving all that she had. That experience
made her uneasy. In her words
...at one point I said, my God what else can I do? I mean because I felt in my own mind
that I was working so hard. [Yet] it's probably very good for me because I learned from
that. Those are all perceptions, and you [teachers] do look at it. Then, you feel more
confident or less after it.. I was so stressed out after this, you know. You give it your all,
then get crushed. I was really hurt..you want to nurture them..and at one point I said, can
I do this, you know?-you question it. I was hurt, but I was also angry, too.
Because Mrs. Albright had gone that "extra mile" in her beliefs with her students, she was
especially hurt by this experience. She further explained this crisis stating:
And I took it [this criticism] home with me. You know-my husband had to remind me not
to take it personally, but you do take it personally. If I had not been giving them what I
thought they needed [nurture rather than toughness], I probably could have taken that
criticism with a grain of salt, but, you know, I had been working hard, and I thought I was
doing the right thing by not being too hard [demanding] on the kids. I thought about it
often, and I still think about it sometimes. And I get sad. I mean I was wondering what
can I do to make these people happy, you know?
Although this crisis challenged Mrs. Albright, she took this negative experience and the
emotional pain that it created and persisted in spite of it. She questioned herself. However,
her persistence came from other sources that contributed to her motivation to remain in
teaching. In fact, she never even considered leaving the profession, which implies that
other positive sources significantly outweighed this and other crisis situations for her.
While Mrs. Albright admitted that the negative experiences she had encountered hurt her
confidence, she also commented on the overwhelming experiences that enhanced it.
Mrs. Albright reflected on that negative experience or the crisis experience and explained,
"...And I had a few choices to make. I could be sore about it, or I could step up to the
plate. I stepped up to the plate."
The next section highlights the sources of selfefficacy that enabled her to persist through
her crisis. Essentially, Mrs. Albright accepted positive feedback from her colleagues and
other students as sources of encouragement. This feedback was a form of verbal feedback
that she encountered. She defined the task as "stepping up to the plate," and this
reaffirmed her self-- efficacy.
Sources of Persistence through a Crisis
In contrast to student feedback during the aforementioned crisis, there were other times
when she was commended for her good teaching, occasions that "I think helped my
confidence." These commendations came from "notes from students and yes, even
parents. Every now and then you'll [a teacher] get a nice note or card that says you're
doing a good job. That means, you see, that I'm doing something right in my work." Mrs.
Albright continued:
Sometimes, though...some student writes you a little note or you get a parent--I love it
(sic). I mean we don't get that many, it's very nice when someone says I'm very happy
with your teaching. That gives you [the teacher] that confidence. You want to be effective.
You want to be an effective teacher, and you want people to say, `Wow, she's going to
teach you something.' And you know that they respect you...[S]ome teachers often get
taken for granted, and even in my later years in the profession, confidence lifters are nice.
We all need them, even our students. We have to build each other up sometimes. But we
also need to hear the bad, you know?...How else will we get better? And so both the good
feedback and bad are helpful, and it's [the positive feedback] nice to hear, `Mrs. Albright,
you did a good job on this'-it makes me confident. But, I mean, I also need to hear, `this
wasn't so great, too' even if I feel less confident. You see? Both are very important to be a
good teacher..that helped me, too. Hearing that I'd stepped up made me want to hang in
here. So you see, things are not always rosy. There are low points, but there are also very
high ones. Teachers have to know this.
Through my observations, Mrs. Albright had an assurance, a level of confidence that was
likely evident to her students. The students would often comment in class about the
toughness of the breadth of her assignments. They would complain saying, "this is too
hard" or "this is too much work." This verbal feedback could be evidence for Mrs. Albright
that she had indeed accepted and mastered her challenge during a crisis situation. In
addition, the researcher often observed and heard students' comments on Mrs. Albright's
grading. They often thought that her grading was quite rigid. One student remarked to the
researcher: "Mrs. Albright is the toughest grader I've ever had, but it is also the best
feedback I've ever received." Clearly student feedback was significant in Mrs. Albright's
level of confidence. She was an exceptional teacher, and this became evident in her
confidence and actions with her students.
While not as salient as student feedback, another factor in Mrs. Albright's confidence
concerned the verbal feedback she received from her colleagues. She explained the
feedback from her colleagues as "a form of respect that I sense through speaking with
them." There was social persuasion involved. In her words:
I feel like I'm respected. There's no doubt... I'm respected in my...department, and that
obviously gives me confidence. It's nice to know that my peers think I'm doing a good
job..I don't know if I could do it [persevere] without them. It's nice to have their support,
you know? And that's what I leaned on-my colleagues, my husband's support when that
[criticism] happened to me.. I'm even respected when we have joint meetings [referring to
meetings with other departments]. I think a lot of it is that [respect]...They'll ask me, well
what do you think, Mrs. Albright? They look at me, and so, that is nice. And obviously, you
know, I have worked hard. I'm not a slacker; I do work hard, and I try..Gosh, I don't know
if I could make it in teaching if I didn't have my colleagues. They keep me going. Well,
really, we keep each other going. The confidence that Mrs. Albright received from her
colleagues through respect both orally and the support that she "feels" as a form of social
persuasion was important to the manners in which she saw her work in general and
confidence.
In addition, there were nonverbal dimensions of Mrs. Albright's self-efficacy that are too
tenuous to categorize in one of Bandura's sources. For instance, collegial respect and
support was important to Mrs. Albright, but the support was not completely understood or
interpreted through actual words. Rather, the feedback was through actions and "feelings"
that were likely linked to some other cognitive source. This point became obvious as Mrs.
Albright discussed her feelings of respect among her colleagues. She constantly
highlighted the feelings or what I am calling unspoken communication that facilitated her
thinking about her colleagues' perception of her. She "sensed" it. These feelings were
discussed as Mrs. Albright talked about her presence in faculty meetings. In this regard,
Mrs. Albright described collegial respect as if she were able to read her colleagues' mind.
She was concerned about what they thought about her work and her contribution in the
classroom. Later, Mrs. Albright followed up her thinking about other colleagues'
perceptions of her with examples of verbal persuasion. That is, Mrs. Albright stated that
collegial respect came from their asking her opinions about certain issues in
departmental/faculty meetings. This verbal persuasion, however, was only highlighted
after I asked more detailed questions. Mrs. Albright admitted that the level of respect she
had received
[k]ept me going. I will keep working hard if I feel that what I am doing is not only
appreciated from my students but also my supervisors and colleagues. It's so important.
Conclusions and Implications
Findings of this case study may have implications as we attempt to better understand the
complexities of these issues.
Teacher Self-Efficacy Theory and Research
Most empirical data suggest that mastery experiences (the successes and failures of
completing specific tasks) best impacts teacher self-efficacy. However, this teacher
discussed her students, parents, and colleagues' verbal feedback as integral to her level of
efficacy. In short, this study suggests that context matters as when Mrs. Albright reflected
on a crisis experience that could have caused her to question her effectiveness. It was the
positive feedback she received from her students, parents, and other teachers that
enabled her perseverance and served as sources of confidence, motivation, and selfefficacy. Perhaps the verbal persuasion experiences were so profound in Mrs. Albright's
persistence because there were not specific tasks that she had to master per se. The task
of "becoming tougher" by "stepping up to the plate" had not yet occurred, so Mrs.
Albright's level of confidence at that time may have been negatively affected by the
criticism she received for her lack of toughness. After she "stepped up to the plate,"
however, Mrs. Albright had defined the task, and she experienced the success of her
stepping up-a mastery experience, which made her more self-efficacious. She learned of
her success of the task (stepping up to the plate) through the notion of verbal persuasion.
In this way, the major source of selfefficacy for this teacher until reaching the mastery
level was that of verbal persuasion. Therefore, theory may consider an in the meantime
source of efficacy as most significant to efficacy until a mastery experience occurs. More
attention, then, may need to be paid to sources of teacher self-efficacy that guide
teachers' thinking about their abilities until mastery experiences occur.
In addition, theoretical literature concerning teacher self-efficacy has not dedicated much
attention to the overlap among sources of efficacy. Much of the literature discusses
teacher self-efficacy linearly. That is, theory often does not address the connections and/or
convergences among the sources that inform how specific tasks are defined and thus how
specific tasks are evaluated and interpreted by individuals. As evident in this case,
stronger links, for instance, between mastery experience and verbal persuasion may need
to be considered. Once the mastery experience occurred with Mrs. Albright, it was through
that of verbal persuasion. She mastered the lack of her toughness by stepping up to the
plate, but she was able to evaluate such effectiveness through the feedback she received
from others. The question then becomes: Did Mrs. Albright become more self-efficacious
as a result of verbal feedback or from a mastery experience that resulted from verbal
feedback? Clearly, there needs to be stronger inquiries and links to these connections.
Teacher Retention Considerations
Obviously, teachers who are self-efficacious are more likely to persist-even during times of
adversity. What we learn from this case is that this teacher found sources of motivation
when she faced difficult times, which is what other teachers will need if they are to remain
in teaching. Mrs. Albright senses respect from her colleagues and through their verbal
feedback (in the meantime). She perseveres and actually never considers leaving the
profession. Although mentoring is not a novel idea, building school principals may need to
develop opportunities for teachers to receive positive constructive feedback from their
colleagues. Quite often, teachers' work is evaluated to make them stronger without
pointing out their strengths. Teachers may feel inept without the same form of positive
reinforcement. Only hearing weak areas could result in a crisis point that causes a teacher
to leave. Other possibilities for providing feedback and social support, such as induction
programs for new teachers, "rookie roundtables," peer observation and assistance
programs, and principal evaluation that is truly formative rather than summative, would
likely assist teachers and help them to persist in the face of crisis.
Additionally, teacher self-efficacy research does not often include teachers who have left
the profession. Research of teachers who leave teaching has not, in the main, attempted
to discover how these teachers were affected by their self-efficacy sense, how this may or
may not differ from teachers who persevere, and how context affects and interactions
influenced self-efficacy across these two groups. Further, in an urban environment, the
nature of these issues would likely present themselves quite differently. The manners in
which teachers have to make decisions to persist or leave are likely impacted by other
contextual sources that without more in depth analysis may still be unclear.
In closing, if we are concerned about retaining effective teachers, such as Mrs. Albright
who has persevered for more than 19 years in the profession through crisis situations,
then we can learn significantly from Mrs. Albright's perseverance. Effective teaching may
mean that teachers are willing to take greater risks-a point that began to emerge in this
study. Perhaps an important research question regarding this assumption is: Are more
self-efficacious teachers greater risk takers? This study described a seasoned and effective
teacher with a range of expertise, and other teachers may find parts of this research
helpful in better understanding the nature of their own work. Moreover, this study is
important as we think about the retention of teachers across the country. Are we at a point
in teacher education where teachers are only going to be able to sustain the pressures and
crisis situations for five or six years? If we believe that a teacher's confidence and sense of
efficacy significantly impacts his or her desire to remain in the classroom, then much can
be learned from this research and of similar research.
Footnote
1Thoughout this article the terms confidence and efficacy were used interchangeably. This
was done because the participant felt more comfortable using the concept confidence
rather then efficacy. The author is fully aware that efficacy is competence whereas selfefficacy is the belief or thinking about that competence. Consequently, teacher efficacy is
akin to teacher competence.
Footnote
2Throughtout this article, pseudonyms were used to mask the identity of this teacher, this
school, and this community.
References
References
References
Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of
special education teachers and consultants. Teacher Education and Special Education, 17,
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Ashton, P.T., & Webb, R. B., (1986). Making a difference: Teachers' sense of efficacy and
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Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change.
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Brouwers, A. & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived
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Burke-Spero, R. (1999). Toward a model of "CIVITAS" through an ethic of care: A
qualitative study of preservice teachers' perceptions about learning to teach diverse
student populations. Unpublished
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Emmer & Hickman, (1991). Teacher efficacy in classroom management and discipline.
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teacher and collective efficacy in urban schools. Teaching and Teacher Education, 19, 807818.
References
Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J.
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Harris, L., & Associates. (1993). The Metropolitan Life survey of the American teacher:
Violence in America's public schools. New York: Metropolitan Life.
References
Janesick, V.J. (1994). The dance of qualitative research design: Metaphors, methodolatry,
and meaning. In N.K. Denzin & Y.S. Lincoln (Eds), Handbook of qualitative research (pp.
209-219). Thousand Oaks, CA: Sage.
Macdonald, D. (1999). Teacher attrition: a review of literature. Teaching and Teacher
Education, 15, 835848.
Midgley, C., Feldlaufer, H., & Eccles, J., (1989). Change in teacher efficacy and student
self- and task-related beliefs in mathematics during the transition to junior high school.
Journal of Educational Psychology, 81, 247-258.
Milner, H.R., & Woolfolk Hoy, A. (in press). A case study of an African American
teacher'sself-efficacy, stereotype threat, and persistence. Teaching and Teacher Education.
Mulholland, J. & Wallace, J. (2001). Teacher induction and elementary science teaching:
Enhancing self-efficacy. Teaching and Teacher Education, 17, 243-261.
Ross, J.A. (1992). Teacher efficacy and the effects of coaching on student achievement.
Canadian Journal of Education, 17(1), 51-65.
Stake, R.E. (1994). Case studies. In N. K. Denzin & Y. S. Lincoln, (Eds.), Handbook of
Qualitative Research (pp. 236-247). Thousand Oaks, CA: Sage.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its
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Woolfolk, A.E. (2001). Educational psychology. (7th Edition). Needham Heights: Allyn &
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References
The author wishes to thank Anita Woolfolk Hoy, Chuck Kinzer, Margaret Smithey, Darrell
Cleveland, Diane Nelson, Julie Winkler, and Roderick Adams for their helpful comments on
an earlier version of this article. However, the author takes full responsibility for the
content and position of the article.
H. Richard Milner is a research assistant professor in the department of teaching and
learning at Peabody College of Vanderbilt University. Dr. Milner earned his Ph.D. from The
Ohio State University in
Curriculum Foundations. His research interests concern teacher thinking, teacher
reflection, and teacher self-efficacy beliefs in cultural contexts as well as multicultural
education. Dr. Milner's work has appeared or has been accepted to appear in: Teaching
and Teacher Education, Race, Ethnicity and Education, the Journal of Curriculum and
Supervision, Urban Education, Action in Teacher Education, Teachers and Teaching: Theory
and Practice, and the Journal of Critical Inquiry into Curriculum and Instruction. Mailing
address: Box 330, GPC; Peabody College of Vanderbilt University; Nashville, TN 37203;
rich.milner@vanderbilt.edu
AuthorAffiliation
H. Richard Milner, Ph.D. Vanderbilt University
Copyright University of North Carolina Press Oct/Nov 2002
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Teaching;
Case studies;
Behavior;
Effectiveness;
Educators
Title
A case study of an experienced English teacher's self-efficacy and persistence through
"crisis" situations: Theoretical and practical considerations
Author
Milner, H Richard
Publication title
The High School Journal
Volume
86
Issue
1
Pages
28-35
Number of pages
8
Publication year
2002
Publication date
Oct/Nov 2002
Year
2002
Publisher
University of North Carolina Press
Place of publication
Chapel Hill
Country of publication
United States
Journal subject
Education
ISSN
00181498
Source type
Scholarly Journals
Language of publication
English
Document type
Feature
Subfile
Case studies, Educators, Effectiveness, Behavior, Teaching
ProQuest document ID
220217230
Document URL
http://search.proquest.com/docview/220217230?accountid=45993
Copyright
Copyright University of North Carolina Press Oct/Nov 2002
Last updated
2010-06-09
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