Classroom Management has long been recognized as a potential problem in the educational system that deserves serious attention, as the landscape of today’s classrooms continue to evolve and change as the students who are served become more culturally, academically, physically, socially, and emotionally diverse. The purpose of this correlational study was to explore the relationship between Educational Non-Verbal Yardsticks (ENVoY) implementation (independent variable) to determine if this innovation has an impact on teacher efficacy in student engagement, classroom management, and instructional strategies (dependent variables). Additionally, the study confirmed whether or not teacher efficacy is viewed the same by all teaching staff across 24 elementary schools or if there are differences based on a teacher’s level of ENVoY certification and coaching. Site level ENVoY implementation was also examined to determine if teacher efficacy is impacted by the ENVoY certification level of the elementary school. To determine if a relationship exists between the variables, the district modified Teachers’ Sense of Efficacy (TES) survey was administered by the district Research, Evaluation and Testing department to all licensed staff at all 24 elementary schools in the district of study, with the one-way analysis of variance (ANOVA) selected as the statistical test for each research question. The sample size was 1,182 licensed elementary teachers. There was a statistically significant difference in teacher efficacy in the areas of student engagement, instructional strategies, and classroom management for teachers who were highly implementing ENVoY and have achieved advanced certification. The data did not show a statistically significant difference between teacher efficacy in the areas of engagement, instruction, and classroom management and the number of ENVoY coaching visits that teachers participated in. Finally, there was a statistically significant difference shown between the ENVoY certified and not certified schools. The results of this study specific to ENVoY implementation and teacher efficacy have implications for potential positive change on the individual level and organizational level. ENVoY is aligned to the Every Student Succeeds Act (ESSA) as a provision in this act is aimed at supporting and growing local innovations—including evidence-based and place-based interventions developed by local leaders and educators. Additionally, the data may inform local and national school leaders to incorporate ENVoY as an innovative school reform or improvement strategy by measuring the impact it has on staff, students, and the entire school system.
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Reed, A. J. (2018). An Examination of Educational Non-Verbal Yardsticks Implementation (ENVoY) and the Impact on Teacher Efficacy [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/531