Collective Efficacy and Instructional Leadership: A Cross-sectional Study of Teachers' Perceptions PDF Download

Author: Thomas J. Vari
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages :

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Book Description
Collective teacher efficacy is a social construct in schools defined as teachers' sense of group effectiveness. This is a powerful construct whereby teachers' perceptions are a driving force for school culture and student achievement. This cross-sectional study used a quantitative approach to examine teachers' collective efficacy as it relates to their perceptions of supervisory practices. Correlational and predictive analyses were performed to analyze the degree of the relationship between collective efficacy and supervisory practices. Additionally, this study examined teachers' perceptions of strong instructional leadership as it relates to the instructional leadership strategies used by supervisors in 14 schools in one school district. The purpose of this study was to make clear statements for school leaders in regard to the strategies that are associated with teachers' perceptions of collective efficacy and teachers' perceptions of strong instructional leadership. The strategies studied for this report were using walkthroughs, using the clinical supervisory model, maintaining professional learning communities, and creating an overall environment to support teachers.

Author: Karen Mae Ball
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
ABSTRACT: Rigorous school accountability efforts in education have increased interest in factors that may contribute to positive learning environments for all participants in the educational process. The primary concept of interest of this study was that of collective efficacy, a mechanism of personal agency, espoused by Albert Bandura through Social Cognitive Theory. Collective efficacy, is defined as "a group's shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainments" (Bandura, 1997, p. 477). Teacher's perceptions of school environments and school leadership were explored relative to collective efficacy. Bandura (1997) has suggested that each of these factors (school environments, school leadership, and collective efficacy) may have a positive impact upon the educational process, yet empirical relationships among the three factors are not evidenced in the literature. This study was conducted with K-12 elementary school teachers at 17 school sites, utilizing three instruments measuring each factor: collective efficacy, leadership, and school environment. Instruments were disseminated electronically. A significant relationship was found among the factors in combined analysis, although multiple regression analysis of independent influence was significant only with environment in relationship to collective efficacy

Author: Philip Hallinger
Publisher: Springer
ISBN: 3319155334
Category : Education
Languages : en
Pages : 210

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Book Description
This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.

Author: Danielle Shaw Robertson
Publisher:
ISBN:
Category : Collective Teacher Efficacy Instrument
Languages : en
Pages : 262

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Book Description
The dissertation was designed to describe the relationship of collective teacher efficacy to the phases of professional learning communities (PLC) in a rural school district in the southern piedmont region of North Carolina. (1) Background and Method. Limited research exists in the area of collective teacher efficacy and its relationship to professional learning communities, especially related to the phases of development conceptualized by J.B. Huffman and K.K. Hipp 2003 (book entitled Reculturing Schools as Professional Learning Communities) in their Professional Learning Community Organizer. The researcher gathered baseline data regarding the teachers' perceptions of their schools' functioning as professional lkearning communities from the North Carolina Teachers' Working Conditions Survey given in the spring of 2010. The Professional Learning Community Assessment and Collective Teacher Efficacy Instrument (CTE) were administered in the fall to 26 schools within the district. Using this information, the researcher conducted statistical analyses to determine the relationships between professional learning communities and collective teacher efficacy and the relationships between the specific phases of development (initiation, implementation, and institutionalization) of a PLC and collective teacher efficacy. (2) Findings. According to the results of this study, the five dimensions of the PLC have been shown to have some positive, significant relationships with CTE especially at the elementary level. The educators within this district should seek to continue developing their PLCs at every level to build collective teacher efficacy and to sustain a culture conducive to continued reform.

Author: Tamela Horton
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages :

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Book Description
The purpose of this study was to examine the relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy in high poverty schools. Data on these variables was gathered using the Teachers' Sense of Efficacy Scale (Tschannen-Moran, 2001) and the Principal Instructional Management Rating Scale (Hallinger, 2011). The study also explored the relationship between teacher self-efficacy and years of experience. Hierarchical multiple regression and correlation analysis was used to explore the relationship between the variables. The study found a significant relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy. Of particular note was the repeated observation that the self-efficacy of teachers in high poverty schools can be supported through principal's framing and sharing the campus goals.

Author: Jenni Donohoo
Publisher: Corwin Press
ISBN: 1506356532
Category : Education
Languages : en
Pages : 164

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Book Description
Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols

Author: Dana Brinson
Publisher:
ISBN:
Category :
Languages : en
Pages : 6

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Book Description
This brief focuses on a vital aspect of efficacy known as "collective teacher efficacy" (CTE). CTE refers to the perceptions of teachers that the efforts of the faculty as a whole will have a positive effect on students. Principals and district leaders should turn their attention to improving CTE because it has an impressive list of positive consequences: (1) improves student performance; (2) ameliorates the negative effects of low socioeconomic status (SES); (3) enhances parent/teacher relationships; and (4) creates a work environment that builds teacher commitment to the school. Only in the last decade or so have researchers begun to look at specific actions that school or district leaders can take to improve collective efficacy among teachers. This emerging body of research, though still in its early stages, suggests that the following actions on the part of principals can improve collective efficacy: (1) Build instructional knowledge and skills; (2) Create opportunities for teachers to collaboratively share skills and experience; (3) Interpret results and provide actionable feedback on teachers' performance; and (4) Involve teachers in school decision making. (Contains 21 endnotes.) [This issue brief was published by the Center for Comprehensive School Reform and Improvement and administered by Learning Point Associates.].

Author: Vuyisile Msila
Publisher: African Sun Media
ISBN: 1928480705
Category : Education
Languages : en
Pages : 286

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Book Description
Developing Teaching and Learning in Africa is a collection of chapters that carry on the topical discussions on indigenous knowledges and western epistemologies. African societies still aspire towards knowledge that is liberatory, enhance critical thinking and decentre Eurocentrism. The contributors explore these decolonial debates as they navigate ways of moving towards epistemic freedom and cognitive justice.

Author: Clifton B. Beaver
Publisher:
ISBN:
Category :
Languages : en
Pages : 116

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Book Description
This study examined the perceptions held by teachers of the impact of school leadership decisions and actions on their feelings of efficacy. Ninety-four public school teachers from five school districts in southeastern Pennsylvania participated in this study. Data were collected with the use of an online questionnaire and also through personal interviews with five randomly selected interested respondents conducted by the researcher. The results suggest that teachers' efficacy beliefs are largely impacted by school factors involving their ability to collaborate with colleagues and establish relationships and build rapport with students. The data suggest that teachers' efficacy beliefs are not largely impacted by school factors such as the supervision process, the provision of curricular or financial resources, nor specific programs such as RTII, MTSS, or school-wide behavior support. Teachers reported that their efficacy is highest when their principals provide opportunities for peer collaboration and allot time for teachers to work together on planning, lesson design, and data analysis. Feelings of efficacy were also reported to be positively impacted when principals recognized teachers with feedback and encouragement for their initiative and attempts at innovation. Study subjects reported that teacher efficacy increased with principals who are consistently honest, open to feedback, inclusive and collaborative with decision making, and interested in their teachers both personally and professionally. As this study was limited to just five school districts, the perceptions reported here may not be generalizable to all public schools. However, the results of this study are widely supported by research and may provide helpful insight to school leaders interested in increasing teacher feelings of efficacy.

Author: Cecil Miskel
Publisher: IAP
ISBN: 1607526719
Category : Education
Languages : en
Pages : 252

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Book Description
This volume provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related analyses were selected for publication this year. The book begins with a chapter by Sims and Miskel, which examines national reading policy as part of a broader federal government agenda on children’s literacy. Using a model of punctuated equilibrium, they trace the peaks of congressional and media attention to literacy. Their findings reveal that the broad level of literacy has remained a rather active and durable policy issue for more than three decades. When, however, the analysis shifts to different targets, that is, from elementary and secondary school students to adults and youth to LEP individuals, there are distinct patterns of punctuation and equilibrium. The researchers conclude that the specific issue of children’s literacy in the 1990s is the latest version or episode of literacy policy produced by shifting images and venues.