Literaturnachweis - Detailanzeige
| Autor/inn/en | Ross, John A.; Hogaboam-Gray, Anne; Gray, Peter |
|---|---|
| Titel | The Contribution of Prior Student Achievement and School Processes to Collective Teacher Efficacy in Elementary Schools. |
| Quelle | (2003), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Elementary Education; Elementary School Teachers; Participative Decision Making; Teacher Collaboration; Teacher Effectiveness; Teamwork |
| Abstract | Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary schools used structural equation modeling to examine the antecedents of collective teacher efficacy. The study found that prior student achievement in grade 6 mathematics predicted collective teacher efficacy, as predicted by social cognition theory. The study also found that school processes that promoted teacher ownership in school directions (shared school goals, school-wide decision making, fit of plan with school needs, and empowering principal leadership) exerted an even stronger influence on collective teacher efficacy than prior student achievement. School cohesions and support contributed to collective teacher efficacy but only in domains in which the school had control over its direction. (Contains 66 references.) (Author/SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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