Date of Award

Summer 2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Sarah Yates

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Lisa Coscia

Abstract

The purpose of the present study was to examine the effect parent involvement in homeschool groups has on parent self-efficacy within the domains of content knowledge, required administrative duties, teaching strategies, and social-emotional well-being. The quantitative, non-experimental study utilized a modified survey instrument based on Bandura's (2006) “Guide for Constructing Self-Efficacy Scales.” The 56 study participants were homeschooling parents in the United States of America. The independent variable was involvement in homeschool groups and the dependent variables were the four domains of self-efficacy. The researcher sought to discover if the level of involvement in homeschool groups exerted a statistically significant effect upon the four domains of homeschooling parents’ self-efficacy. The combination of the four domains of the construct of self-efficacy had a significant effect among the levels of the variable of homeschool groups (F (8, 98) = 2.36, p = .02), and the magnitude of effect for involvement in homeschool groups upon the four domains of the construct of self-efficacy was considered large (η2p = 0.16). Follow-up post hoc analyses were conducted with the self-efficacy domain of social-emotional well-being identified as the only dimension reflecting a statistically significant effect on homeschooling parent self-efficacy (F (2, 52) = 6.84, p = .002).

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