Dr. Polka and NU Alumni Publish Book Chapter
A book chapter titled “Challenge: Efficacious teachers view obstacles as opportunities” was co-authored by Dr. Walter S. Polka, professor of professional programs and coordinator of the Niagara University Ph.D. program in leadership and policy; Dr. Amanda Careena Ferandes, current Ontario teacher and 2016 Niagara University Ph.D. graduate; Kylie Flynn, former Ontario and Thailand teacher; and Dr. Elissa Good Smith, Lyndonville New York Elementary School principal and 2016 Niagara University Ph.D. graduate. The chapter was recently published by Rowman & Littlefield Publications in the book Self-efficacy in action: Tales from the classroom for teaching, learning, and professional development, edited by F. Bowles, University of Arkansas and C. Pearman, Missouri State University.
According to the publisher, Self-Efficacy in Action provides a practitioner-friendly overview of the concepts, vocabulary, practices, and contexts related to teacher self-efficacy. This book engages readers in the meaningful discussions of practices and purposes of teacher self-efficacy to advance professionalism. The book is predicated on Bandura’s theory (1977) that self-efficacy is, “…the belief in ones capabilities to organize and execute the courses of action required to produce given attainments.”
The book consists of 10 chapters that utilize case studies to emphasize the significance of various self-efficacy behaviors. The chapter by Polka, Fernandes, Flynn, and Smith highlights the importance of personally and professionally developing a challenging perspective to overcome obstacles. Their chapter begins with the classic quote of Lucius Annaeus Seneca, “Difficulty strengthens the mind, as labor does the body” and concludes using the famous Helen Keller quote, “Life is a daring adventure or nothing at all”. The authors articulate how efficacious teachers view challenges as opportunities to further evolve as individuals and professionals in terms of surviving and thriving in ever changing environments. Their chapter incorporates research conducted by Polka, Pearman, and Bowles in 2011 at Niagara University, Missouri State University, and the University of Arkansas and references the dissertation study conducted by Dr. Jeffrey Rabey, 2014 Niagara University Ph.D. program graduate, as well as the 2001 seminal constructionist work of Drs. Chandra Foote, Paul Vermette, and Cathy Battaglia of the Niagara University College of Education.