@article{THESIS,
      recid = {12018},
      author = {Zhu, Zilin},
      title = {Impact of Teachers’ Sense of Support on Students’  Outcomes: The Mediating Role of Teachers’ Beliefs},
      publisher = {University of Chicago},
      school = {M.A.},
      address = {2024-06},
      number = {THESIS},
      abstract = {Teachers are entrusted with great hopes and expectations  from schools and parents, especially concerning child  academic outcomes. However, focusing solely on teachers’  pedagogy doesn’t fully capture the complete spectrum of  educational processes that are beneficial for a student’s  academic achievement. This study considers teachers’  motivational beliefs (i.e., self-efficacy and sense of  responsibility), their relationships with student outcomes  (i.e., subject-specific interest, self-efficacy,  post-secondary aspirations), and their sense of support  (i.e., teachers’ expectations, professional learning  community, and principal support) as supplemental drivers  for student academic achievement. Some notable findings  from the study reveal that (a) math teachers’ self-efficacy  correlates positively with students’ interest in math; (b)  math teachers’ self-efficacy mediates the relationships  between teachers’ sense of support and students’  subject-specific self-efficacy, and (c) teachers’  motivational beliefs do not predict students’ aspirations  for higher education. These findings offer implications for  understanding the various ways high school teachers are  influenced by the school ecosystem, and how this may be  related to students’ academic development. Further results,  implications, and future directions are discussed.},
      url = {http://knowledge.uchicago.edu/record/12018},
      doi = {https://doi.org/10.6082/uchicago.12018},
}