Teacher Efficacy In The Context Of School Climate PDF Download

Author: Pradeep Mishra
Publisher:
ISBN: 9783659270000
Category :
Languages : en
Pages : 0

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Author: Joseph W. Mattingly
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 724

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Book Description
The goal of this study was to investigate the relationships between school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education (YRE) calendars. The research design of this study utilized an e-mail invitation to participate with a uniform resource locator (URL) embedded in the message to link participants to an internet-based questionnaire. The questionnaire was delivered to 1,254 teachers employed in nine participating school districts in Kentucky that operated on YRE school calendars. The response rate was 60%. Teachers ( N = 748) responded to an internet-based questionnaire consisting of six scales on the variables of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover. An open-ended question from the internetbased questionnaire was examined as qualitative support for the findings from the quantitative data. Quantitative analysis involved examining descriptive statistics and correlations among research variables at the teacher level. Data were analyzed using Pearson's r correlations, ANOVA and hierarchical regression analysis. The findings demonstrated overall statistically significant positive correlations with study variables. High to moderate statistically significant positive correlations were found between school climate, school culture; teacher efficacy, collective efficacy, teacher job satisfaction and teacher intent to turnover. After statistically controlling for demographic variables (ethnicity, gender, age, and years of YRE teaching experience, the addition of school climate subscale scores (collegial leadership, professional teacher behavior, achievement press, institutional vulnerability), school culture subscale scores (inquiry practice, teaching learning community and collective problem solving) into the second block of the regression equation resulted in an additional 16% of the variance; After statistically controlling for school climate subscale scores (collegial leadership, professional teacher behavior, achievement press, institutional vulnerability) , school culture subscale scores (inquiry practice, teaching learning community and collective problem solving), the addition of teacher efficacy subscale scores (student engagement, teacher instructional practices and classroom management) into the third block of the regression equation resulted in an additional 18% ( p

Author: Susanne Garvis
Publisher: Springer
ISBN: 9463005218
Category : Education
Languages : en
Pages : 148

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In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries. All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.

Author: Kelly E. Marcotte
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 188

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Author: Tsz-Shan Yeung
Publisher: Open Dissertation Press
ISBN: 9781361375693
Category :
Languages : en
Pages :

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This dissertation, "Relationships Among School Climate, Teacher Efficacy, Optimism, Sleep Quality and Work Engagement" by Tsz-shan, Yeung, 楊芷珊, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The study examined longitudinal relationships among school climate, teacher efficacy, optimism, sleep quality and work engagement. On the basis of Conservation of Resources (COR) theory and Job Demand-Resources (JD-R) model, it was hypothesized that school climate, teacher efficacy, optimism and sleep quality were positively associated with work engagement. The present study was conducted among 141 Hong Kong secondary school teachers, who received the same set of self-report questionnaire over a four-month time interval. Results of cross-lagged panel analysis yield non-significant cross-lagged relationships among the variables. However, results of multiple linear regression analysis identified teacher efficacy and optimism as significant predictors of teachers' work engagement. The findings provide partial support to the generalization of JD-R model to the Hong Kong teaching profession that teacher efficacy and optimism were found to be profession-specific personal resources that are positively associated with teachers' work engagement. DOI: 10.5353/th_b5394342 Subjects: Teacher effectiveness - China - Hong Kong Optimism - China - Hong Kong School management and organization - China - Hong Kong High school teachers - China - Hong Kong - Psychology School environment - China - Hong Kong

Author: Peter M. DeWitt
Publisher: Corwin Press
ISBN: 1506385974
Category : Education
Languages : en
Pages : 196

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Book Description
Build a positive school climate to impact students, teachers, and the community! Is improving school climate on your to-do list? Do you think about it as a top-down directive or as a dialogue to build equity within the school? A healthy school environment should never be seen as an option, but instead supported as a must-have. Peter DeWitt offers leaders practical high impact strategies to improve school climate, deepen involvement in student learning, and engage a broader family network. In addition to international vignettes focused on community stakeholders and research-based practices, this book features tools such as · a leadership growth cycle to help leaders build their self-efficacy · a teacher observation cycle centered on building collective efficacy · an early warning system to identify potential at-risk students · action steps following each chapter to apply to your own setting · discussion questions for use in team environments Establishing a supportive and inclusive school climate where professionals can take risks to improve the lives of students is vital to maximize learning in any school community.

Author: Vincent Domingo
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 0

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Book Description
The purpose of this quantitative, predictive correlational study is to determine if school climate (SC) factors can accurately predict teachers' self-efficacy (TSE) in Oregon public schools. Using social cognitive theory and ecological systems theory as theoretical frameworks for this study, the importance of this research includes, adding Oregon data to the body of knowledge, narrowing the research gap, and a better understanding of SC and TSE that may be applied to improving a school’s climate, school planning, increasing TSE, and retaining teachers. The sample for this study were Oregon public school teachers, 69 of which participated in the study. Two instrumentations were used to collect data, School Climate Index and Teachers' Sense of Efficacy Scale surveys. The instrumentations were distributed to the teachers by the districts’ superintendents using email. Multiple regression analysis was used to analyze the collected data. Although SC factors’ collegial leadership, teacher professionalism, and academic press were not significantly correlated to TSE, community engagement was significantly correlated. The statistics show that together, the combined SC factors were significantly correlated to TSE. In conclusion, this study replicated previous studies examining the relationship between SC and TSE and that more research is needed to narrow the research gap. Limitations to this study include improving sample size and diversity. A few recommendations for future research are replicating this study in another state, using different instruments, and examining a reverse relationship to see if SC can be predicted by TSE factors.

Author: Tony Wagner
Publisher: John Wiley & Sons
ISBN: 1118429516
Category : Education
Languages : en
Pages : 298

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Book Description
The Change Leadership Group at the Harvard School of Education has, through its work with educators, developed a thoughtful approach to the transformation of schools in the face of increasing demands for accountability. This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change. It exemplifies a new and powerful approach to leadership in schools.

Author: Paige Lacks
Publisher:
ISBN:
Category : Middle school education
Languages : en
Pages : 112

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Book Description
This quantitative study examined the relationship between school climate, teacher self-efficacy, and teacher beliefs. Teachers at two middle schools in rural southern Virginia participated in the study. Middle school teachers were surveyed using the School Climate Index to collect information about teacher-perceived views on their school’s climate and the Teacher Sense of Efficacy Scale to gather information about teacher self-efficacy. Pearson Product-Moment Correlations were used to measure the relationship between school climate and teacher self-efficacy as well as teacher self-efficacy and four teacher-perceived climate factors, including collegial leadership, teacher professionalism, academic press, and community engagement. Data analysis did not provide evidence of a significant relationship between school climate and teacher self-efficacy. A positive correlation, however, was found in the relationship between teacher self-efficacy and community engagement. Recommendations for future research include replicating this study in elementary and high schools as well as in schools with different demographics, populations, and accreditation statuses to determine generalizations about school climate and teacher self-efficacy.

Author: Motoko Akiba
Publisher: Routledge
ISBN: 1317487818
Category : Education
Languages : en
Pages : 880

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Book Description
The International Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions: How has teacher quality been conceptualized from various disciplinary and theoretical perspectives? How are global and transnational policy actors and networks influencing teacher policies and practices? What are the perspectives and experiences of teachers in local policy contexts? What do comparative research studies tell us about teachers and how their work and policy contexts influence their teaching? How have various countries implemented policies aimed at improving teacher quality and how have these policies influenced teachers and students? The international contributors represent a wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality, and examine national and local teaching and policy environments influencing teacher policy development and implementation in various countries. Divided into five sections, the book brings together the latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching profession.