A Preliminary Investigation of Collective Teacher Efficacy and Student Hope: Understanding the Role of Student-Teacher Relationships

Autor/inn/en	Bryce, Crystal I.; Granger, Kristen L.; Fraser, Ashley M.
Titel	A Preliminary Investigation of Collective Teacher Efficacy and Student Hope: Understanding the Role of Student-Teacher Relationships
Quelle	In: Social Psychology of Education: An International Journal, 25 (2022) 6, S.1307-1323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bryce, Crystal I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09729-z
Schlagwörter	Psychological Patterns; Teacher Student Relationship; Teacher Collaboration; Academic Achievement; Middle School Students; Middle School Teachers; Teacher Effectiveness; Teacher Characteristics; Predictor Variables + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerkooperation; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Prädiktor
Abstract	Although researchers have documented the importance of school culture and the student-teacher relationship for academic success, limited work addresses how the collective efficacy of teachers within a school and student-teacher relationships may interact to predict student cognitive-motivational skills such as hope. Because hope is influential to students' academic success, the current study investigated these relations among middle school students (n = 297; 47% female; 56% White) and their homeroom teachers (n = 17; 88% female; 71% White). Results from a cross-level interaction model showed positive direct effects from collective teacher efficacy and student-teacher relationship to student hope, and an interaction effect; collective efficacy was related to higher student hope under the condition of a higher-quality student-teacher relationship. Findings highlight the relations of teacher-level factors and student hope during middle school, a critically important period for academic development. Further, findings highlight how addressing school culture, and individual-level training for teachers, may be important avenues for promoting student hope. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01