Date of Award





Doctor of Education


Counseling, Foundations & Leadership


The purpose of this study was to investigate the effects of developing edTPA as a teaching portfolio on pre-service teachers’ self-efficacy, specifically their perceptions of confidence related to the edTPA’s constructs of planning, instruction, and assessment within a tied-to-licensure state. The researcher employed a sequential explanatory mixed methods approach to study the effects and experiences for developing edTPA as a teaching portfolio. Three repeated measures ANCOVAs were conducted to determine the change in pre-service teachers’ self-efficacy after developing the edTPA teaching portfolio while controlling for the cooperating teachers’ support of pre-service teachers’ planning, instruction, and assessment decisions and practices. The quantitative data collected from 42 pre-service teachers, who responded to a pre and post Self-Efficacy Survey and representing various teacher preparation programs (e.g., Health and Physical Education, Theatre Education, Secondary Math), indicated a significant increase in their levels of self-efficacy after developing the edTPA as a teaching portfolio. However, once the covariates for the support offered to the pre-service teachers by the cooperating teachers for planning, instruction, and assessment were entered, there was no longer a significant increase in pre-service teachers’ self-efficacy. Additionally during the quantitative phase of the study, pre-service teachers were asked to self-assess their edTPA Tasks with the edTPA official rubrics. Data collected from the 15 rubrics were averaged; then, the mean was ordered from least to most and divided into quartiles. Pre-service teachers in the highest and lowest quartiles were asked to participate in individual, semi-structured interviews. After interviewing the two cases (i.e., one female representing the high quartile and one female representing the low quartile), a case study analysis was conducted to determine the similarities and differences between the two cases when describing their experiences for developing edTPA as a teaching portfolio. From the case study analysis, the following themes were constructed: edTPA as experiential (i.e., encountering challenges and influencing reflective practice) and edTPA as relational (i.e., relationships with cooperating teacher, relationships with students, cooperating teachers’ limited knowledge of edTPA, and perceptions of cooperating teachers’ teaching styles).