A Qualitative Study: How K-12 Teachers Observe Their Pedagogical Content Knowledge and Emotional Intelligence to Influence the Seven Tenets of Teacher Self-Efficacy
Date of Award
Spring 2025
Document Type
Dissertation
Degree Name
Doctor of Education in Organizational Leadership (EdD)
Committee Chair
Tracy Greene
Committee Member
Rachel Tate
Committee Member
Rachel Althof
Abstract
Successful educators are knowledgeable in their content area, effective in pedagogical practices, and possess strong emotional intelligence. Teachers must aim to continually grow in pedagogical content knowledge and emotional intelligence because these components impact teacher self-efficacy, which is positively linked to student success. This study explores how K-12 teachers observe their pedagogical content knowledge and emotional intelligence to influence their teacher self-efficacy. Employing a qualitative research approach, in-person interviews were conducted with 28 K-12 teachers. Results revealed three themes: (1) K-12 teachers observe pedagogical content knowledge (PCK) impacts two tenets of teacher self-efficacy: student engagement and assessment and feedback; (2) K-12 teachers observe emotional intelligence (EI) impacts one tenet of teacher self-efficacy: self-reflection and resilience; and (3) K-12 teachers observe their PCK and EI impact their ability to adapt to the needs of students in the classroom. These findings signify that leaders foster the development of PCK in teachers because PCK improves teachers’ abilities to engage students, provide beneficial student assessment and feedback, and promote adaptability. The discoveries also indicate that leaders foster healthy emotional intelligence in teachers because EI impacts teacher self-reflection, resilience, and adaptability. These conclusions suggest that intentional professional development, provision of time and resources for teachers, and cultivating a learning-focused culture are essential for improving teacher self-efficacy and boosting student outcomes. This study provides insight for K-12 school administrators and university educational programs.
Recommended Citation
Rider, Loretta Elaine, "A Qualitative Study: How K-12 Teachers Observe Their Pedagogical Content Knowledge and Emotional Intelligence to Influence the Seven Tenets of Teacher Self-Efficacy" (2025). All Doctoral Student Dissertations. 209.
https://fuse.franklin.edu/docpub/209
