Date of Award
January 2020
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Teaching & Learning
First Advisor
Myrna Olson
Abstract
Across the United States, high schools and community colleges are collaborating to offer students non-traditional educational programs that allow them to gain college credit including those accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP). Those teaching these classes must have high self-efficacy and enjoy their work if they are going to make a positive impact on the students they are educating. The theoretical framework for this research is based on Bandura’s Self-Efficacy Theory. The methodology for this qualitative research study utilized an integrated approach. Data collection consisted of one-on-one interviews with instructors who teach NACEP courses, administrators who supervise NACEP courses, and program documents. Data analysis was conducted to determine the self-efficacy level of the instructors who teach NACEP concurrent enrollment courses on high school campuses in Iowa rural community colleges. The findings from this research show that instructors enjoyed high levels of self-efficacy.
Recommended Citation
Holland, Cecil B., "Self-Efficacy Of NACEP Accredited Concurrent-Enrollment Program Instructors In Rural Community Colleges" (2020). Theses and Dissertations. 3100.
https://commons.und.edu/theses/3100