Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Noelle Paufler
Committee Member
Dr. Phillip Grant, Jr.
Committee Member
Dr. Brandi Nicole Hinnant-Crawford
Committee Member
Dr. Edwin Nii Bonney
Abstract
Teacher self-efficacy in magnet-themed integration represents a critical, district-influenceable condition shaping instructional experiences in rural Science, Technology, Engineering, and Mathematics (STEM) magnet programs. Persistent under-enrollment of Black, Latinx, and economically disadvantaged students in these settings highlights ongoing inequities in access and participation that may be influenced by upstream instructional conditions. Grounded in Bandura’s Social Cognitive Theory and situated within an improvement science framework, this study examines teacher self-efficacy as a key system-level factor associated with student engagement.
This study employs a correlational research design within an improvement science context to examine the relationship between changes in teacher self-efficacy and changes in student engagement across rural STEM magnet sites. Specifically, the study investigates whether site-level increases in teacher self-efficacy in magnet-themed integration from Year 2 to Year 5 are associated with concurrent changes in student engagement within the same sites in the Lowcountry School District (pseudonym). Data were drawn from multiple sources, including teacher self-efficacy surveys, student engagement surveys, and implementation fidelity measures, and were analyzed at the site level to examine patterns of association over time.
Consistent with improvement science principles, this inquiry is situated within the Study phase of an ongoing Plan–Do–Study–Act (PDSA) cycle, focusing on examining system performance rather than testing a discrete intervention. Teacher self-efficacy is conceptualized as a primary driver within the district’s theory of improvement, influencing instructional quality, which serves as a linking mechanism to student engagement. Student engagement—measured across behavioral, emotional, and cognitive dimensions—is treated as a leading indicator of equitable participation in STEM pathways.
Findings indicate that while teacher self-efficacy increased over time across sites, correlational analyses revealed limited direct associations between teacher self-efficacy and student engagement, suggesting that improvements in teacher confidence alone may not consistently translate into changes in student experience. Results further highlight the importance of instructional quality, implementation fidelity, and broader system conditions as critical mediating factors within the improvement pathway. These findings reinforce the need for coherent, system-level alignment across instructional, structural, and contextual supports to achieve meaningful improvements in student engagement and equity outcomes.
This study contributes to both research and practice by demonstrating how correlational analysis within an improvement science framework can generate actionable knowledge about system performance while maintaining a focus on continuous improvement. By centering teacher self-efficacy as a measurable, district-influenceable condition and student engagement as an equity-relevant leading indicator, the study offers practical insights for rural districts seeking to strengthen STEM magnet implementation and advance more equitable participation over time.
Recommended Citation
Appleby, Deirdre L., "Teacher Self-Efficacy and Student Engagement in Rural Science, Technology, Engineering, and Mathematics Magnet Schools: A Correlational Study Within an Improvement Science Context" (2026). All Dissertations. 4389.
https://open.clemson.edu/all_dissertations/4389
Included in
Educational Administration and Supervision Commons, Educational Methods Commons, Other Education Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons