Educator-as-Researcher Award

The Educator-as-Researcher (EAR) Award Committee selected Britany Kuslis from a pool of nominees as the 2021 award recipient based on her research: Perceptions of Principal Support and Teacher Self-Efficacy. As the lead researcher on a project aligned to her everyday practice, Britany conducted research to improve P-12 educational practices.
 
Britany Kuslis was nominated by Marcia Delcourt, coordinator of the EdD in Instructional Leadership at Western Connecticut State University. To meet the submission guidelines for the committee’s review, Britany’s application included an abstract, a description of her research study and its significance to educators. See the abstract for her work below. Several distinguishing features of Britany’s nomination led to her selection as the recipient of the award including her position as the lead researcher on the project, which was aligned to her everyday practice in a P-12 context. Additionally, the results of her study were found to have direct implications for her branch of education and the stakeholders with whom she works every day.
 
Britany is a student in the Doctor of Education in Instructional Leadership at Western Connecticut State University as well as an instructional leader within her district, working with new teachers, serving as a Frontline Teacher Coach and a professional development presenter. She has facilitated workshops on mindfulness, leadership support, and teacher self-efficacy. In addition, Britany has worked with new teachers as both a Cooperating Teacher and a TEAM mentor and works with new teachers through Central Connecticut State University on the factors that impact both teacher engagement and success. The topic of her research—the impact of principal support on teacher self-efficacy—serves to investigate the interaction between these two professional interests. Currently, Britany is an English teacher at W. F. Kaynor Technical High School, teaching courses in Creative and Nonfiction Writing, Journalism, Media Awareness, and English III.
 
Britany is the first recipient of the new, remodeled Educator-as-Researcher—formerly the Teacher-as-Researcher—Award. The is presented annually to an educator who has conducted a self-initiated classroom research project or applied research findings to inform their teaching. Candidates may nominate themselves or be nominated by a NERA member or other professional who knows about their research. The award recipient will be invited to attend the NERA conference to present the research to a NERA audience and receive the award. The nominee must be a PK-12 educator who conducted a school-related research project with their students, faculty, or constituents to improve educational practices. The project must be conceptualized, developed, and implemented as part of the nominee’s context and practice and have had at least one trial and evaluation cycle. The project should also be related to a clearly defined theoretical focus and represent an innovation that has led to a concrete change in practice. The research, conducted during the past two years, can be part of a thesis or dissertation if the educator has primary responsibility for developing and implementing the project. Research topics may vary but should have some importance in the nominee’s branch of education. The theory underlying the research and methods of instruction or implementation, data collection, and analysis should be well-articulated and documented by the nominee.



Perceptions of Principal Support and Teacher Self-Efficacy
 
Abstract:
 
Teacher perceptions of their principal are an important element for how teachers view
both their profession and their own self-efficacy. This study was used to examine the relationship
between teachers’ perceptions of their principal’s support and teacher self-efficacy. A mixed methods,
convergent parallel design utilizing a multiple linear regression analysis was used to
study these factors. Three surveys were used to investigate the relationship between teacher
perceptions of principal support and teacher self-efficacy. Additional qualitative analyses were
used to examine teachers’ perspectives of these constructs. Initial results revealed that teachers’
self-efficacy regarding their instructional strategies was significantly predicted by instrumental
support (e.g., time, resources, feedback) from the principal, the number of years a teacher held
their current position, and the emotional support a teacher received from the principal (R = .391,
p = .011). The instrumental support from the principal, the teachers’ age, and the number of
years working with the current principal significantly predicted the teachers’ self-efficacy for
student engagement (R = .411, p = .022). Finally, teacher self-efficacy for classroom
management was significantly predicted by the number of years working with the current
principal, and the instrumental support from the principal (R = .332, p = .016).
 
This study will contribute to the growing recognition of the importance that teacher
perceptions of principal support play in teacher self-efficacy. Principals influence the work and
learning environment of teachers through support for instruction, making that support one of the
most important elements of instructional leadership (DiPaola, 2012). This understanding will
assist principals to be more aware of their supports and promote professional development
opportunities that enhance teachers’ self-efficacy to improve the school environment for all
stakeholders. It will also provide insight to higher education institutions to seek ways to improve
their administrator and teacher preparation programs.