Effects of the S.T.E.T. Program on teachers' efficacy, locus of control, and strategies for classroom management

Alexander, Anthony Daniel (1987) Effects of the S.T.E.T. Program on teachers' efficacy, locus of control, and strategies for classroom management. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this study was to determine the degree to which teachers' participation in the Systematic Training for Effective Teaching Program(STET) affected changes in: 1) their sense of self-efficacy, 2) their locus of control, and 3) the stategies they use for classroom management. -- Teachers volunteered to take the STET course which was offered through their school board by an Educational Psychologist and Guidance Counsellor. Seven teachers were tested before the program on their reactions to Vignettes depicting students with chronic behavior problems. They were asked to indicate their self-efficacy judgements toward each Vignette and state how they would handle each situation. They were also tested for their locus of control. These procedures were repeated after the STET program was concluded. In addition, teachers recorded their reactions to each session on a weekly basis. -- Both an individual and group analysis of the results was conducted. The results indicated that the STET program did appear to influence positive changes in some teachers' reported sense of self-efficacy and influenced teachers' to react in a more supportive, less punitive, way toward students depicted in the Vignettes. The program did not seem to affect movement toward an internal locus of control in teachers. -- The lack of time allowed for the teachers to fully discuss the strategies presented in the STET program appeared to play a factor in the results. Also, the unique attitudes and abilities that the teachers possessed before enrolling in the program tended to result in a diversity of outcomes on the test measures after the program.

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