Folder: Efficacy
Teacher Efficacy (F-L)
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Fletcher, S. (1990). The Relation of the School Environment to Teacher Efficacy., 27pp. Paper presented at the Annual Meeting of the American Psychological Association (Boston, MA, August 10-14, 1990). This study defines efficacy for teachers as a teacher's sense of ability to function as an instructional leader in the classroom, and knowledge of, and contribution to, school instructional policy. A brief review of two previous studies indicates that school policies and the mission of the school tend to affect teachers' beliefs about their competence as teachers, and that the influence of school policy on efficacy may be indirect. It is hypothesized that a teacher's sense of efficacy is directly affected by perception of control over instruction in the classroom, indirectly affected by faculty influence on school instructional policy, and directly affected by perception of student ability to learn. The data used in the study were from the High School and Beyond Program, specifically the Administrators-Teacher Survey (ATS) distributed in 1984. The sample for analysis consisted of 6,173 teachers in 315 schools. Variable measures are described and the methodology used to analyze the resulting data is explained. Results indicated that teacher efficacy is affected by teacher beliefs about students' ability to learn, faculty influence over school policy, and faculty beliefs about student behavior. Teacher efficacy also appeared to be related to the degree teachers are involved in decisions regarding curriculum and student grouping for instruction. (JD) ED329551
Fortman, C. K., & Pontius, R. (2000). Self-Efficacy during Student Teaching., Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 25-28, 2000). Page Length: 13. This study investigated changes in teaching efficacy during student teaching using a modified version of the Teacher Efficacy Scale. The study occurred over three-quarters of one academic year, with the survey instrument administered to all student teachers at one small, private college during student teaching orientation. Students were placed in a variety of student teaching settings, mainly in suburban schools. During the final 2 weeks of student teaching, all preservice teachers completed the instrument again. A total of 100 usable forms were obtained over the three quarters. Data analysis indicated that the group as a whole showed a statistically significant gain in efficacy as a result of student teaching, though there were differences between elementary and secondary preservice teachers. There were no statistically significant changes by gender in scores between pretest and posttest. The results suggest that preservice teachers' efficacy prior to student teaching is a reasonable predictor of efficacy after student teaching ends. The survey is appended. (Contains 10 references.) (SM) ED447103
Fountain, C. A. (1997). Collaborative Agenda for Change: Examining the Impact of Urban Professional Development Schools., 81pp. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Phoenix, AZ, February 27, 1997). This paper describes the evolution of a Professional Development School (PDS) continuum for urban teachers through 5 years of school-university collaboration. The paper reports the impact on education students completing internship experiences at urban PDS's, discusses the impact of the collaborative initiative on PDS faculty, and identifies implications at the district and university levels. For several years, the Duval County Schools and the University of North Florida College of Education have collaboratively engaged in reform initiatives targeting urban schooling and preparation of urban teachers. Two of the most recent initiatives are the AT&T Teachers for Tomorrow Project and the Jacksonville Urban Educational Partnership (JUEP). Creating urban PDS's served as the central focus of the projects. Surveys of AT&T and JUEP interns, non-interns, and experienced teachers examined planning, instruction, time management, student diversity, reflective thought, collegiality, beliefs about urban schools, efficacy, and accepting positions in different kinds of school settings. Results indicated that the PDS experience positively affected both groups of PDS interns' confidence levels for teaching in urban schools. The increased confidence led to large numbers of PDS interns actively seeking positions in urban schools. Most PDS interns considered the experience worthwhile. Five appendixes offer data from surveys of interns, teachers, and schools. (Contains approximately 70 references.) (SM) ED415233
Fraas, J. W., Russell, G., & Newman, I. (1997). Evaluating the Impact of the FOCUS Model on the Efficacy Levels of Teachers: A Field Based Study., 33pp. Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 17, 1997). Teacher efficacy has been identified as a variable that can influence teacher effectiveness. The results of methods designed to change teacher efficacy, however, have been mixed. The purpose of this study was to evaluate the possible impact on teacher efficacy of the FOCUS (1992) instructional method, which is designed to create an environment in teacher-education classes that is receiver- oriented, using activities and strategies designed to match students' learning styles. Participants were 68 K-12 teachers enrolled in summer graduate education classes; half were in classes that used lecture and discussion and half were in FOCUS classes. Participants completed the Teacher Efficacy Scale at the beginning and end of the term, rating 16 statements about personal and teaching efficacy. Interaction effects between the method of instruction and participants' two pretreatment efficacy levels were analyzed. Multiple regression analysis indicated that most participants had pretreatment efficacy scores at points on the regression lines where their posttreatment efficacy scores were higher when exposed to the FOCUS model. The rest of the participants had pretreatment efficacy scores that corresponded to points on the regression lines where the posttreatment scores of the participants in the two methods were not statistically different. Teachers who appear to have benefitted from exposure to FOCUS were those with initial personal efficacy levels that were average and below average and initial teaching efficacy levels that were average or above average. Two figures and three tables are attached. (Contains 40 references.) (SM) ED414268
Freytag, C. E. (2001). Teacher Efficacy and Inclusion: The Impact of Preservice Experiences on Beliefs., Paper presented at the Annual Meeting of the Southwest Educational Research Association (24th, New Orleans, LA, February 1-3, 2001). Page Length: 14. This study defined teacher efficacy beliefs, discussed teacher attitudes toward inclusion, and investigated the impact of preservice experiences. It hypothesized that there would be a significant mean difference in teachers' efficacy scores and the number of preservice courses addressing inclusion and that there would be a mean difference between teaching field (general or special education). Each hypothesis was examined on two levels: personal efficacy and teaching efficacy. A group of 48 Florida general and special education teachers completed the Teacher Efficacy Scale and provided demographic data which included educational background and teaching assignment. Data analysis indicated that there were significant differences in both personal efficacy scores and teaching efficacy scores when teaching field was the main effect. Special education teachers had higher levels of general teaching efficacy and personal teaching efficacy than did general education teachers. Number of inclusion courses taken in undergraduate teacher training programs did not have a significant impact on mean teacher efficacy scores. (Contains 16 references.) (SM) ED451180
Fritz, J. J., & And, O. (1995). Fostering Personal Teaching Efficacy through Staff Development and Classroom Activities. Paper presented at the Journal of Educational Research, 88, 4, 200-08 Mar-Apr 1995. The effectiveness of teacher training for enhancing feelings of personal teaching efficacy was assessed for control and training-group teachers. Pretesting, posttesting, and followup examined personal and teaching efficacy, teaching satisfaction, and role integration. Results supported the value of training and of addressing teacher efficacy issues within staff development programs. (SM) EJ509233
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Ganser, T. (1996). Teacher Effectiveness: Views of Preservice and Inservice Teachers., 31pp. Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 5, 1996). Exploring the beliefs and ideas that preservice and inservice teachers hold about themselves as teachers, the children they teach, and the setting in which they teach, contributes to a better understanding of how they frame teacher effectiveness and teacher efficacy. Participants in this study included preservice teachers enrolled in teacher preparation programs at the University of Wisconsin-Whitewater and inservice teachers employed in three school districts in Wisconsin. The students in the study represented three different stages of teacher preparation field experience. The survey required participants to distribute 100 points among 10 factors that can be associated with the overall effectiveness of a teacher. The study reveals some very strong patterns. All respondents consistently indicated by their distribution of points that teacher factors (intelligence, personality, background, and preparation program) contribute more to the overall effectiveness of teachers, and disproportionately so, than pupil factors (intelligence, personality, and background) or other person factors (other teachers, principal, other school professionals). The study also suggests that the respondents view other persons working in a school, including teachers, the principals, and other professionals such as guidance counselors, as having relatively little part in the overall effectiveness of a teacher. The survey instrument and data tables are included in the appendix. (Contains 25 references.) (ND) ED401265
Gerges, G. (2001). Factors Influencing Preservice Teachers' Variation in Use of Instructional Methods: Why Is Teacher Efficacy Not a Significant Contributor? Teacher Education Quarterly, 28(4), 71-88.
Ghaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15(5), 487-496(410). This study investigated the relationship between teacher characteristics (gender, grade level taught, experience), personal and general teacher efficacy, and the perception of teaching concerns. Participants included 292 Lebanese teachers from diverse school backgrounds with a wide range of teaching experience. They completed a standard teacher efficacy questionnaire and another questionnaire that assessed their concerns about their professional practice. Results indicated that experience and personal efficacy were negatively related to the perception of teaching concerns whereas gender, grade level taught, and general efficacy were not related to the perception of any of the categories of teaching concerns. The results also revealed that beginning teachers and those with low sense of personal efficacy were concerned about the task of teaching and the impact they make as teachers more than their highly experienced and more personally efficacious counterparts. Implications for teacher development and suggestions for further research are discussed.
Ghaith, G., & Yaghi, H. (1997). Relationships among Experience, Teacher Efficacy, and Attitudes toward the Implementation of Instructional Innovation. Paper presented at the Teaching and Teacher Education, 13, 4, 451-58 May 1997. This study investigated relationships among teacher experience, efficacy, and attitude toward implementation of instructional innovation. Surveys immediately following a staff development program on cooperative learning indicated that experience was negatively correlated, personal teaching efficacy positively correlated, and general teaching efficacy not correlated with teachers' attitudes toward implementing new instructional practices. (Author/SM) EJ549925
Gibson, S., & Dembo, M. H. (1984). Teacher Efficacy: A Construct Validation., Journal of Educational Psychology, 76, 4, 569-82 Aug 1984. Teacher efficacy has been identified as a variable accounting for individual differences in teaching effectiveness. This study of elementary school teachers developed an instrument to measure teacher efficacy, provided construct validation support for the variable, and examined the relationship between teacher efficacy and observable teacher behaviors. (Author/BS) EJ306050
Giles, R. M., Kazelskis, R., & Reeves-Kazelskis, C. (2000). A Factor Analysis of the Discipline Efficacy Scale., Paper presented at the Annual Meeting of the Mid-South Educational Research Association (28th, Bowling Green, KY, November 15-17, 2000). Page Length: 13. The Discipline Efficacy Scale (DES) was designed to measure personal and general teacher efficacy beliefs about student discipline. A confirmatory factor analysis of the proposed two-factor model was carried out using a sample of 206 junior- and senior-level preservice teacher education students. Goodness of fit measures did not suggest a good fit for the two factor model. The resulting chi square based on 34 degrees of freedom was 181.62 (p<.001), the ratio of chi square to degrees of freedom was high (5.34), and the root mean square error of approximation was also high (0.140). Since the proposed two factor model did not provide a satisfactory fit, the item responses were subjected to an exploratory factor analysis. A principal components analysis was used. The scree test and the eigenvalue greater than 1.0 criterion suggested two to four factors. Two, three, and four factor solutions were rotated using both orthogonal and oblique rotations. Based on factor interpretations and simple structure considerations, the three-factor oblique solution was deemed the most appropriate. Only one of the anticipated factors emerged, that of personal teacher efficacy. The remaining two factors will require further development prior to being used for research purposes. An appendix contains the DES instrument. (Author/SLD) ED448169
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818(812). Although a great deal of research has linked both teacher and collective efficacy to student achievement, one overlooked question concerns the nested association between teacher and collective efficacy. The authors apply social cognitive theory to offer a theoretical analysis of this relationship. Next, using hierarchical linear modeling, they empirically test the strength of the relationship between these two theoretically related yet conceptually distinct constructs. Analysis of data collected from 438 teachers in 47 schools in a large urban school district shows that collective efficacy predicts variation in teacher efficacy above and beyond the variance explained by a number of school contextual factors including socioeconomic status and student achievement. The implications of these findings for future research are discussed.
Goddard, R., Hoy, W., & Hoy, A. (2000). Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement. American Educational Research Journal, 37(2), 479-508.
Gold, V. (1999). Teacher Efficacy and Rural Community Transition for Adolescents with Disabilities., In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. Page Length: 8. In the past decade, disappointing national outcomes have been reported regarding the transition of youth with disabilities to community and work environments. The transition outlook is even more dismal for rural youth with disabilities, in light of geographic barriers to special education service delivery, lack of jobs in rural areas, and rural shortages of qualified special education personnel. In addition, rural schools must not overlook the importance of educators' personal efficacy to the success of transition programs. Educators with a strong sense of efficacy can apply the professional skills and competencies needed for goal attainment. Generic skills needed to deliver instruction in transition programs are summarized, followed by the skills needed for special education service delivery in rural areas. Addressing the professional development needs of special educators is an important part of promoting effective rural transition practices. The first step in developing a rural transition program is formation of goals and related benchmarks for their achievement. With regard to personal efficacy, productivity measures for each goal lead to concrete knowledge of performance expectations and the application of professional capacity. Drawing on information about the regional population, professional staff, students, and local resources, rural transition teams may design a range of transition options. Besides meeting varied student needs, a range of options also increases the probability of good matches between service delivery needs and professional qualifications. Contains 19 references. (SV) ED429782
Gorrell, J., & Hwang, Y. S. (1995). A Study of Efficacy Beliefs among Preservice Teachers in Korea. Paper presented at the Journal of Research and Development in Education, 28, 2 p101-05 Win 1995. This study explored differences in teaching efficacy among Korean preservice early childhood and elementary teachers beginning and completing preservice programs. Subjects completed a teacher efficacy scale. Results indicated that preservice teachers became more efficacious regarding personal efficacy and less positive about teachers' general ability to make a difference in school. (Author/SM) EJ500452
Grafton, L. G. (1987). The Mediating Influence of Efficacy on Conflict Strategies Used in Educational Organizations., 30pp. Paper presented at the Annual Meeting of the Speech Communication Association (73rd, Boston, MA, November 5-8, 1987). A study examined whether teacher efficacy affects the relationship between the teachers' perceptions of the school principal and the perceived communication conflict strategies teachers use when they disagree with the principal. To test this relationship, 830 questionnaires were distributed to public school teachers in six school districts across Ohio; 306 questionnaires were returned. The teacher efficacy factors"personal efficacy" and "general efficacy"and the respective perceptions of the principalcommunication openness, perceived credibility, management communication style, and team-buildingwere canonically correlated with the communication conflict strategies: "nonconfrontation," "solution orientation," and "control." It was found that the teacher efficacy factors and perceptions of the principal were negatively related to nonconfrontation and positively related to solution-orientation conflict message strategies. The most important determinant of the conflict message strategy chosen was the teachers' perceptions of the principal. However, teacher efficacy was an influential factor affecting the female teachers' tendency to use solution orientation strategies. It was found that when teacher efficacy was included in the canonical structure with perceptions of the principal, females were as likely as males to choose a given conflict message strategy, equalizing the difference of response choice between the sexes. (Four pages of references and two tables are included.) (Author/JC) ED288215
Graham, S., Harris, K., Fink, B., & MacArthur, C. (2001). Teacher Efficacy in Writing: A Construct Validation With Primary Grade Teachers. Scientific Studies of Reading, 5(2), 177-202.
Greenwood, G. E., & And, O. (1990). Relationships between Four Teacher Efficacy Belief Patterns and Selected Teacher Characteristics. Paper presented at the Journal of Research and Development in Education, 23, 2 p102-06 Win 1990. A study of K-12 teachers (N=321) indicates that teachers who believe that they, and teachers in general, can motivate students to achieve give less evidence of stress and exhibit more internal locus of control than do teachers who believe that neither they, nor other teachers, can affect student performance. (Author/IAH) EJ407865
Guskey, T. R. (1987). Context Variables That Affect Measures of Teacher Efficacy., Journal of Educational Research, 81, 1, 41-47 Sep-Oct 1987. A model describing three context variables hypothesized to affect measures of teacher effectiveness is presented. The variables are (1) student performance outcome; (2) student ability level; and (3) scope of teacher influence. This study investigated the relevance of scope of influence with individual students and with a group. Results are discussed. (Author/MT) EJ365391
Guskey, T. R. (1987). Teacher Efficacy, Self-Concept, and Attitudes toward the Implementation of Mastery Learning., 17pp. Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987). This paper describes an exploratory study designed to investigate the relation between selected teacher perceptions past research has shown to be shared by highly effective teachers, and teacher attitudes toward the implementation of new instructional practices. Data were gathered through a questionnaire administered to 120 elementary and secondary school teachers immediately following a half-day staff development program on mastery learning instructional strategies. Results showed that measures of teacher efficacy, teaching affect, and teaching self- concept were significantly related to teachers' attitudes regarding the congruence, difficulty of use, and importance of the recommended practices. Implications for instructional improvement efforts are discussed. (Author) ED281838
Guskey, T. R. (1998). Teacher Efficacy Measurement and Change., 6pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Research on the concept of teacher efficacy spans over 20 years, but much remains to be learned. Although precise definitions of the concept have always been problematic, in general, teacher efficacy is defined as teacher's belief or conviction that they can influence how well students learn (T. Guskey and P. Passaro, 1994). Efforts to clarify the definition of teacher efficacy are sometimes clouded by similar or related constructs. It is suggested that the only major difference between perceptions of efficacy and responsibility is in the tense of the items used in the measure, with efficacy representing projected potency and responsibility being an attribute directed toward the past. From the earliest research, teacher efficacy has been considered to have two dimensions, sometimes suggested to be outcome expectations and efficacy expectations. Others have interpreted the dimensions as personal efficacy and teaching efficacy. Guskey and Passaro (1994) have found the two dimensions to be: internal, the extent that teachers believe that they, and other teachers, have the influence and impact on student learning; and external, a dimension that measures teachers' perceptions of the influence and control of factors outside the classroom. This distinction is not the same as locus of control, because these two factors operate fairly independently. Researchers have identified other factors that may be equally powerful and important, and these remain to be studied in detail. (Contains 16 references.) (SLD) ED422396
Guskey, T. R., & Passaro, P. (1993). Teacher Efficacy: A Study of Construct Dimensions., 22pp. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 11-16, 1993). The structure of a concept generally labeled "teacher efficacy" is examined. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of S. Gibson and M. H. Dembo (1984). Factor analytic procedures with varimax rotation were used to generate a 2-factor solution that accounted for 32 percent of the variance in scale scores. Contrary to previous research, these factors corresponded not to a personal versus teaching efficacy distinction, but instead to a simpler internal versus external distinction, similar to locus of control measures of causal attribution. Implications of these findings to past and future research on the construct are discussed. Five tables present analysis results, mostly factor loadings. One figure illustrates the discussion. (Author/SLD) ED359202
Guskey, T. R., & Passaro, P. D. (1994). Teacher Efficacy: A Study of Construct Dimensions. Paper presented at the American Educational Research Journal, 31, 3, 627-43 Fall 1994. The structure of "teacher efficacy" was studied with a sample of 342 prospective and experienced teachers through an efficacy questionnaire. Factors correspond to an internal versus external distinction, similar to the locus-of-control measures of causal attribution. (SLD) EJ497062
Guyton, E. (1994). Relationships among Economic Diversity and Context of Student Teaching Placements and Educational Attitudes and Performance of Pre-Service Teachers., 19pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). Students graduating from early childhood programs at a southeastern urban university in June 1992 and June 1993 completed the Educational Attitudes Inventory and the Teacher Efficacy Scale upon entry to the program, before entry to a practicum experience with kindergarten students, and upon completion of both the practicum experience and a student teaching experience in grades 1-4. Forty- eight students were in a master's level initial certification program and 59 were in a traditional undergraduate program. Analysis of subjects' attitudes and performance in relation to the economic diversity and context of student teaching placements revealed that: (1) having a teacher-centered attitude had a negative relationship with personal teaching efficacy; (2) having a student-centered attitude was not a predictor of performance; (3) the key to improving student performance may be in reducing the teacher-centered dimension rather than increasing student-centered attitude; (4) being placed in schools serving larger numbers of poor children negatively affected students' practicum performance but positively affected student teaching performance, perhaps because students more skilled in teaching poorer children chose such placements for student teaching; (5) less than adequate context, relationships with cooperating teachers, and classroom role models had a negative effect on the performance of practicum students; and (6) school context was not a significant factor for student teaching performance. (Contains 26 references.) (JDD) ED369754
Guyton, E., & And, O. (1991). Comparison of Teaching Attitudes, Teacher Efficacy, and Teacher Performance of First Year Teachers Prepared by Alternative and Traditional Teacher Education Programs. Paper presented at the Action in Teacher Education, 13, 2, 1-9 Sum 1991. The findings from this study of Georgia teachers generally support the contention that condensed pedagogical preparation and a supervised internship are a reasonable alternative to traditional teacher preparation programs for persons with degrees in the subject they will teach. (IAH) EJ443803
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Hall, B. W., & And, O. (1992). Attributions That Teachers Hold to Account for Student Success and Failure and Their Relationship to Teaching Level and Teacher Efficacy Beliefs., 24pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). This study was conducted to examine attributions that teachers hold for students' academic success and failure, and the relationship between these attributions and teaching level and teacher perceptions of efficacy. Elementary (N=123), middle (N=55), and high school teachers (N=62) were surveyed; attributional data were gathered through the Teacher Attributions for Academic Performance Scale, and teacher efficacy measured by two items: Personal Teaching Efficacy (PTE), the belief that one has the ability to bring about student learning even under difficult circumstances, and Teaching Efficacy (TE), the belief that any teacher has the ability to bring about change in students despite factors beyond the teacher's control. Results indicated that attributions held about students' academic performance vary depending upon the efficacy beliefs held by the teacher; teachers high in PTE beliefs emphasized the role of the teacher and the instructional program in explaining student success while de-emphasizing home influences; teachers with a strong sense of PTE saw themselves as responsible for student learning outcomes, regardless of whether those learning outcomes connoted success or failure, perhaps because they view academically failing students less as a threat and more as a challenge. (LL) ED349280
Hall, V. M. P. L. (2001). Teacher Efficacy Narratives as a Curricular Component for Preservice Teachers. This study proposed a curriculum design for special education teacher preparation that sought to develop beliefs and stimulate thinking around a construct of teacher efficacy. Class discussions using six narratives collected from veteran special educators served as a curricular component for a student teacher seminar to talk about teacher efficacy for students with disabilities. A reference group of other professionals, parents, and students framed the narratives around five bottom line teacher efficacy objectives. The narrative activity was presented to 18 student teachers in fall 2000. Seven patterns emerged: the narratives confirmed real classroom experience; aspects of some special educator tasks were crystallized; a community of learners grappled with the narrative dilemmas; certain special educator role dimensions were influenced by age and experiences; philosophies, pronouns, and certain understandings seemed to change; talk about hard efficacy problems led to questioning solutions; and new bottom line objectives of teacher efficacy emerged. The narratives provided an opportunity to present hard-to-capture ideas, supported A. Bandura's 1997 template for the sources of self-efficacy, served as a textbook for and by practitioners, and stimulated teacher efficacy talk. (Contains 61 bibliographic references.) (SM) ED454187
Haller, E. J., & Thorson, S. J. (1968). The Political Socialization of Children and the Structure of the Elementary School., 23pp. Paper presented at the meeting of the American Educational Research Association, Chicago, Illinois, February 1968. The purpose of this paper was to determine the effect of the school's structure upon three aspects of the student's political socialization: community, regime, and authorities. Age level divisions foster a sense of community in and out of school, and pupil-teacher authority relationships establish attitudes toward authorities and norms of behavior expected in a system (regime). Social- psychological consequences are inferred from these structural attributes. From age cohorts, children establish a relationship among their equals and a society of peers which permit empathy. Through the pupil-teacher relationship, children expect nonfamily authority figures to behave universalistically and benevolently. The structure also promotes the child to develop a sense of personal efficacy. The implications for the modern political system are as follows: (1) A sense o f community and ability to empathize with peers are essential. (2) The ability to act in terms of relevant categories and universalism are central to norms in a regime which stresses equality before the law and the rule of the majority. (3) Attitudes toward authorities are important in maintaining stability. (4) Personal efficacy of citizens is basic to a popularly controlled system. Research is conclusive in demonstrating that elementary school age children are not apolitical. (JS) ED024468
Hebert, E., Lee, A., & Williamson, L. (1998). Teachers' and Teacher Education Students' Sense of Efficacy: Quantitative and Qualitative Comparisons. Paper presented at the Journal of Research and Development in Education, 31, 4 p214-25 Sum 1998. Examined the impact of teaching experience on teaching efficacy. Preservice and experienced teachers completed a modified Teacher Efficacy Scale and discussed factors affecting their sense of teaching efficacy. Results found quantitative and qualitative differences in preservice and inservice teachers' efficacy beliefs. Respondents overwhelmingly listed external factors having negative implications as influences on their sense of efficacy. (SM) EJ571138
Henson, R. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17(ER7), 819-836.
Henson, R. K. (2001). Relationships between Preservice Teachers' Self-Efficacy, Task Analysis, and Classroom Management Beliefs., Paper presented at the Annual Meeting of the Southwest Educational Research Association (New Orleans, LA, February 1-3, 2001). Page Length: 42. This study examined the multivariate relationships between teacher efficacy and task analysis variables as predictors of classroom beliefs about control, focusing on these relationships in preservice teachers. Preservice teachers from a required educational psychology course volunteered to participate in the study. They completed three instruments: the revised Teacher Efficacy Scale, a short form of the Attitudes and Beliefs on Classroom Control Inventory, and the Means-End Teaching Task Analysis. Data analysis indicated that more efficacious student teachers were less interventionist regarding instructional and people classroom management beliefs. Task analysis was unrelated to management beliefs. However, preservice teachers exhibited a clear dichotomy regarding their locus of control for task analysis elements. The task analysis suggested differential locus of control for elements that helped teaching (attributed to the self) and elements that hindered teaching (attributed to external constraints). (Contains 43 references.) (SM) ED450084
Henson, R. K. (2001). Teacher Self-Efficacy: Substantive Implications and Measurement Dilemmas., Paper presented at the Annual Meeting of the Educational Research Exchange (College Station, TX, January 26, 2001). Page Length: 43. Founded in social cognitive theory, teachers' self-efficacy beliefs have been repeatedly associated with positive teaching behaviors and student outcomes. However, the concept of teacher efficacy has been complicated by issues related to construct validity and measurement integrity. The study of teacher efficacy now stands on the verge of maturity, but developmental growth will probably be contingent on the development of strong theoretical models and effective instrumentation to assess theoretical constructs. The purpose of this article is to: (1) review the theoretical foundations of teacher efficacy briefly and evaluate historical attempts to measure teacher efficacy critically; (2) discuss important substantive implications stemming from efficacy research that may advance the field; (3) present recent measurement advances; and (4) highlight several methodologies that have been underutilized in development of teacher efficacy instruments. (Contains 1 figure and 78 references.) (Author/SLD) ED452208
Henson, R. K., Bennett, D. T., Sienty, S. F., & Chambers, S. M. (2000). The Relationship between Means-End Task Analysis and Context-Specific and Global Self-Efficacy in Emergency Certification Teachers: Exploring a New Model of Teacher Efficacy., Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Page Length: 44. While consistently related to positive teacher behaviors and student outcomes, teacher efficacy as a construct is currently the subject of debate. The present study examined a new model of teacher efficacy (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) that proposes to more clearly define important variables and integrate two theoretical traditions in the study of teacher efficacy. A new instrument was developed to assess a means-end task analysis and context specific efficacy, both important parts of the model. Task analysis and both global and context specific efficacy were measured in 109 emergency certification teachers since task analysis may be more explicit for novice teachers. Factor analyses of the global and context specific efficacy measures suggested subtle but important distinctions in constructs related to efficacy. Canonical correlation analysis indicated the importance of personal teaching competence to instructional efficacy judgments and external locus of control to classroom management efficacy. Although task analysis was not found to be a significant predictor of either global or context specific efficacy, exploratory results suggested potential value of task analysis in future assessments of teacher efficacy. General support was found for the Tschannen-Moral et al. model. (Contains 32 references.) (Author/SM) ED440974
Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2000). A Reliability Generalization Study of the Teacher Efficacy Scale and Related Instruments., Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Page Length: 43. Teacher efficacy has proven to be an important variable in teacher effectiveness. It is consistently related to positive teaching behaviors and student outcomes. However, the measurement of this construct is the subject of current debate, which includes critical examination of predominant instruments used to assess teacher efficacy. The present study extends this critical evaluation and examines sources of measurement error variance in the Teacher Efficacy Scale (TES), historically the most frequently used instrument in the area. Reliability generalization was used to characterize the typical score reliability for the TES and potential sources of measurement error variance across studies. Other related instruments were also examined with regard to measurement integrity. The 52 articles selected yielded 213 useful observations, and 86 reliability coefficients. Findings suggest that the psychometric difficulties of the general teaching efficacy subscales are problematic with regard to measurement error, but that the TES, with one subscale exception, yielded the most variable reliability coefficients of all the instruments. (Contains 1 figure, 1 table, and 83 references.) (SLD) ED442812
Henson, R. K., Stephens, J., & Grant, G. S. (1999). Self-Efficacy in Preservice Teachers: Testing the Limits of Non- Experiential Feedback., Paper presented at the Annual Meeting of the Southwest Educational Research Association (San Antonio, TX, January 21-23, 1999). Despite a clear relationship between feedback in experiential settings and heightened efficacy, it is unclear whether general feedback occurring outside purely experiential settings impacts preservice teachers' self- efficacy. This study investigated the relationship between self-efficacy in preservice teachers and simple but salient feedback from a non-experiential source. Preservice teachers were placed in matched pairs according to teaching experience, then assigned to either a treatment group or a control group. The treatment group read a stimulus paragraph designed to bolster beliefs about efficacy, rated their agreement with it, wrote their opinion about why preservice teachers are considered effective, and completed the Teacher Efficacy Scale. The control group followed the same protocol but read an unrelated paragraph. Results suggest that the stimulus paragraph had minimal effect on teacher efficacy, and that the minimal effect was primarily due to changes in general teaching efficacy. The results indicate that self-efficacy is strongly experientially based. (Contains 37 references.) (SM) ED436482
Henson, R. K., Stephens, J., & Grant, G. S. (January 23, 1999). Self-Efficacy in Preservice Teachers: Testing the Limits of Non- Experiential Feedback., Paper presented at the Annual Meeting of the Southwest Educational Research Association (San Antonio, TX, January 21-23, 1999). Despite a clear relationship between feedback in experiential settings and heightened efficacy, it is unclear whether general feedback occurring outside purely experiential settings impacts preservice teachers' self- efficacy. This study investigated the relationship between self-efficacy in preservice teachers and simple but salient feedback from a non-experiential source. Preservice teachers were placed in matched pairs according to teaching experience, then assigned to either a treatment group or a control group. The treatment group read a stimulus paragraph designed to bolster beliefs about efficacy, rated their agreement with it, wrote their opinion about why preservice teachers are considered effective, and completed the Teacher Efficacy Scale. The control group followed the same protocol but read an unrelated paragraph. Results suggest that the stimulus paragraph had minimal effect on teacher efficacy, and that the minimal effect was primarily due to changes in general teaching efficacy. The results indicate that self-efficacy is strongly experientially based. (Contains 37 references.) (SM) ED436482
Henson, R., Kogan, L., & VachaHaase, T. (2001). A Reliability Generalization Study of the Teacher Efficacy Scale and Related Instruments. Educational and Psychological Measurement, 61(3), 404-420.
Hersh, R. H. (1985). Organizational Efficacy as a Research Focus for School Improvement., 16pp. In: Invited Papers: Elementary/Secondary Education Data Redesign Project, October 1985; see TM 860 450. A number of researchers, as well as practicing teachers and administrators, have reached similar conclusions about what makes a school effective: (1) the behavior of teachers, administrators, and students; (2) the quality, as well as the quantity of effort, materials, and time; and (3) the curriculumboth what is taught and how it is taught. The social organization of an effective school promotes school-wide conditions for teaching and learning: clear academic and behavioral goals, discipline, high expectations, teacher efficacy, caring, rewards, leadership, and community support. Instruction and curricular conditions involve time on task, homework, student evaluation, variety of teaching strategies, and student responsibility. The cumulative, or synergistic, effects of these characteristics may be very significant; a critical mass of these conditions is labelled organizational efficacy. Further research is needed in order to identify the contributions of each of these factors or combinations of them in successful schools. (GDC) ED272550
Hipp, K. A. (1996). Teacher Efficacy: Influence of Principal Leadership Behavior., 37pp. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996). This paper presents findings of a study that explored the relationships among principals' leadership behaviors and teacher efficacy in Wisconsin middle schools involved in building-level change efforts. An adaptation of Bandura's social cognitive learning theory of self-efficacy (A. Woolfolk and W. Hoy 1993) provided the theoretical framework. Phase 1 of the research surveyed 10 principals and 280 teachers from 10 middle schools. Principals and teachers completed The Nature of Leadership Survey (Leithwood 1993) and teachers completed an adapted version of S. Gibson and M. Dembo's Teacher Efficacy Scale (1984). Data for phase 2 were collected through interviews with the 10 principals and 34 teachers. The data indicate that three of Leithwood's transformational leadership behaviors modeling behavior, inspiring group purpose, and providing contingent rewards were significantly related to general teaching efficacy. "Models behaviors" and "provided contingent rewards" were significantly related to personal teaching efficacy. Qualitative data confirmed these results and suggested eight additional leadership behaviors that reinforce and sustain teacher efficacy. In addition, a significant difference was found between general teaching efficacy and personal teaching efficacy. An implication is that if a strong sense of efficacy motivates teachers to higher levels of competence and success, then an increased focus on this teacher attribute is critical. (Contains 38 references.) (Author/LMI) ED396409
Hipp, K. A. (1997). Documenting the Effects of Transformational Leadership Behavior on Teacher Efficacy., 34pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Principals play a unique role in school and student outcomes. This paper presents findings of a study that explored how principals' leadership behaviors influenced teachers' sense of efficacy. Specifically, the paper describes how principals in three middle schools influenced teachers' sense of efficacy and affected instructional and school improvement from a teacher perspective. Bandura's (1977, 1986) social cognitive learning theory of self-efficacy provided the theoretical framework. The first phase of the study surveyed 280 teachers in 10 schools to determine the level of personal teaching efficacy (PTE) and general teaching efficacy (GTE). Three middle schools were selected: one with the highest reported GTE, one with the highest reported PTE, and one with the lowest combined GTE and PTE. Data for the second phase were gathered through observation and interviews with 34 teachers. The study identified 10 leadership behaviors: models behavior, believes in teacher capacity, inspires group purpose, promotes teacher empowerment and shared decision making, recognizes teacher efforts, provides personal and professional support, manages student behavior, promotes a sense of community, fosters teamwork and collaboration; and encourages innovation and continual growth. In summary, the study showed that principals' direct behaviors, as well as indirect symbolic forms of instructional leadership, influence teachers' work and its outcomes. Three tables and one figure are included. (Contains 52 references.) (LMI) ED407734
Hipp, K. A. (1997). The Impact of Principals in Sustaining Middle School Change., Middle School Journal, 28, 5, 42-45 May. Notes survey of teachers and principals in 10 middle schools to determine the relationship between principals' leadership behavior and teachers' sense of efficacy. Identifies 11 principal behaviors that reinforce teacher efficacy, including inspiring group purpose, encouraging innovation, fostering teamwork, managing student behavior, and recognizing teacher efforts. Highlights one middle school with especially effective leadership. (KB) EJ611859
Hipp, K. A., & Bredeson, P. V. (1995). Exploring Connections between Teacher Efficacy and Principals' Leadership Behaviors. Paper presented at the Journal of School Leadership, 5, 2, 136-50 Mar 1995. Findings from an exploratory study asking 10 principals and 280 teachers about connections between principals' leadership behaviors and teachers' sense of efficacy in middle schools involved in change indicate that there is a significant difference between general teaching efficacy and personal teaching efficacy. Principal behaviors related to each are explored. (SLD) EJ524306
Hoover-Dempsey, K. V. (1992). Explorations in Parent-School Relations. Paper presented at the Journal of Educational Research, 85, 5, 287-94 May-Jun 1992. Parents of elementary students completed questionnaires assessing parent efficacy and educational involvement. Teachers completed questionnaires on teacher efficacy, perceptions of parent efficacy, and estimates of parent involvement. Results indicated significant relationships between self-reported parent efficacy and three involvement indicators. Teacher questionnaires indicated significant relationships among the three survey factors. (SM) EJ452324
Hoover-Dempsey, K. V., & And, O. (1987). Parent Involvement: Contributions of Teacher Efficacy, School Socioeconomic Status, and Other School Characteristics., American Educational Research Journal, 24, 3, 417-35 Fall 1987. 1,003 teachers and 66 principals in 66 elementary schools assessed the effects of various levels of parental involvement on school quality variables. School socioeconomic status, teacher degree level, grade level, class size, teachers' and principals' perceptions of teacher efficacy, organizational rigidity, and instructional coordination were studied. (TJH) EJ383244
Housego, B. (1992). Monitoring Student Teachers' Feelings of Preparedness to Teach and Teacher Efficacy in a New Elementary Teacher Education Program. Journal of education for teaching, 18(3), 259.
Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' Sense of Efficacy and the Organizational Health of Schools. Paper presented at the Elementary School Journal, 93, 4, 355-72 Mar 1993. The relationship between teacher efficacy and a healthy school climate was examined in a survey of 179 teachers at 37 elementary schools in New Jersey. It was found that a healthy school climate was conducive to the development of teachers' beliefs that they could influence student learning. (MDM) EJ461721
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Johnson, S., Wallace, M., & Thompson, S. (1999). Broadening the Scope of Assessment in the Schools: Building Teacher Efficacy in Student Assessment. Journal of Negro Education, 68(3), 397-408.
Jordan, A., Stanovich, P., & Roach, D. (1997). Toward a Framework for Predicting Effective Inclusion in General Education Elementary Classrooms., 11pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 1997). This paper describes the outcomes of a study that tested a path model designed to predict the quality of instructional interactions between teachers and students in 46 heterogeneous general elementary education classrooms in 14 schools. The quality of instruction interactions was measured for three groups of students, students with disabilities, students at-risk, and typically achieving students. Teachers who scored low on instructional interactions had no individual interactions with students beyond checking that they were on task. High scoring teachers engaged in significant amounts of individual discussions with students about the content and concepts of the lesson, often in prolonged interchanges. Predictors of the quality of instructional interactions were the reported level of collaboration occurring in the school and a composite measure of teacher attitudes and beliefs about the integration of students with special needs in general education classrooms. Predictors of the composite measure of teacher attitudes and beliefs toward integration were teacher efficacy and the teachers' perceptions of the amount of collaborative support received from resource teachers and teaching assistants in their classrooms. The report includes diagrams illustrating the model for predicting quality of instruction interactions in general education classrooms that include students with special needs. (Contains 17 references.) (Author/CR) ED410735
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KARNES, M. B., & others (1966). THE EFFICACY OF A PREVOCATIONAL CURRICULUM AND SERVICES DESIGNED TO REHABILITATE SLOW LEARNERS WHO ARE SCHOOL DROPOUT, DELINQUENCY, AND UNEMPLOYMENT PRONE. FINAL REPORT., 157P. IT WAS HYPOTHESIZED THAT 91 EXPERIMENTAL SUBJECTS FROM LOW SOCIOECONOMIC STATUS HOMES, PROVIDED WITH A CAREFULLY DESIGNED 2-YEAR VOCATIONALLY ORIENTED EDUCATIONAL PROGRAM AND PREVOCATIONAL DIVISION OF VOCATIONAL REHABILITATION (DVR) COUNSELING, WOULD HAVE SIGNIFICANTLY SUPERIOR ACHIEVEMENT TO THAT OF A MATCHED CONTROL GROUP ENROLLED IN A REGULAR EDUCATIONAL PROGRAM WITHOUT SUCH BENEFITS. DATA WERE COLLECTED FROM SCHOOL RECORDS, INTERVIEWS, CASE STUDIES, VARIOUS PSYCHOLOGICAL TESTS, AND DVR RECORDS. THE EXPERIMENTAL SUBJECTS HAD SIGNIFICANTLY BETTER ATTENDANCE AND FEWER SCHOOL DROPOUTS, AND MADE A BETTER VOCATIONAL ADJUSTMENT THAN THE CONTROL GROUP. THERE WAS NO SIGNIFICANT DIFFERENCE BETWEEN THE TWO GROUPS IN SOCIAL AND EMOTIONAL ADJUSTMENT AS MEASURED BY SOCIAL MATURITY, PERCEPTION OF PEER ACCEPTANCE, PERCEIVED ANXIETY, AND ABILITY TO DETERMINE THE APPROPRIATENESS OF CERTAIN ACTIVITIES OR GOALS. ACHIEVEMENT TEST SCORES FOR THE TOOL SUBJECTS OF ARITHMETIC, READING, AND SPELLING SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN THE TWO GROUPS IN AMOUNT GAINED. SOME IMPLICATIONS FOR PROGRAM IMPLEMENTATION WERE THAT SPECIALLY TRAINED ADMINISTRATIVE AND TEACHING PERSONNEL SHOULD BE EMPLOYED FOR THIS KIND OF PROGRAM, THE RATIO OF TEACHER TO YOUTH SHOULD BE NO GREATER THAN ONE TO 20, AND THE CURRICULUM SHOULD BE FUNCTIONAL, INDIVIDUALIZED, AND VOCATIONALLY ORIENTED. A REVIEW OF RELATED LITERATURE, A COMPLETE PROGRAM DESCRIPTION, AND RECOMMENDATIONS FOR FURTHER RESEARCH AND PROGRAMING ARE INCLUDED. THE STUDY IS SUMMARIZED IN VT 004 114. (ET) ED016106
Kieffer, K. M., & Henson, R. K. (2000). Development and Validation of the Sources of Self-Efficacy Inventory (SOSI): Exploring a New Measure of Teacher Efficacy., Paper presented at the Annual Meeting of the National Council on Measurement in Education (New Orleans, LA, April 25-27, 2000). Page Length: 18. This paper describes the development and construct validation of a new instrument of teacher efficacy, the Sources of Self-Efficacy Inventory (SOSI), which was created to address shortcomings in previous measures that purported to measure this construct. Development of the SOSI was based on a model of teacher efficacy posited by M. Tschannen-Moran, A. Woolfolk Roy, and W. Roy (1998) that described four important areas of efficacy building information as proposed by A. Bandura (1997). The SOSI was examined with a sample of 252 undergraduate students in an educational psychology course. Factor analysis of the 35 SOSI items yielded 4 interpretable factors that contained many of the target items. However, many items were associated with non-intended factors, and it was apparent that item and subscale revision was necessary. Results of a confirmatory factor analytic study of another teacher efficacy instrument, the Teacher Efficacy Scale, are presented to further explore the teacher efficacy construct. An appendix presents items from the SOSI. (Contains 2 tables and 21 references.) (Author/SLD) ED445061
Korevaar, G. A. G., & Bergen, T. C. M. (1992). Inexperienced and Experienced Teachers' Differences in Reacting and Attributing to Problematic Classroom Situations., 32pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). This study was conducted to determine the relationship between teachers' experience and their perceptions of and reactions to problematic classroom situations. The purpose was to assist teacher educators to more adequately train beginning teachers who then would be better prepared to deal with problematic classroom situations. Subjects (N=49) were secondary teachers from the Southeast of the Netherlands: 25 inexperienced teachers with 0 to 3 years experience and 24 experienced teachers with more than 5 years of practice. Five simulated problematic classroom situations were shown on videotape, and teachers were asked to complete two questionnaires dealing with emotional stress reaction and the sense of self-efficacy. The data suggest that experienced teachers' reactions are characterized by more complexity than those of inexperienced teachers; experienced teachers produce more reaction-intentions and need more reaction time; both groups show no differences in their range of reactions and seem to react in a confrontive, friendly-directive or understanding-permissive way. Attributional differences of teachers appear to be related to situational cues, rather than to teachers' experience. (LL) ED349292
Kronberg, R. M. P. L. (1999). Teacher Efficacy in Heterogeneous Fifth and Sixth Grade Classrooms: Weaving Teachers' Practices and Perspectives. This report describes the outcomes of a study that examined teacher efficacy in order to generate an exploratory and explanatory theory of teacher efficacy in the context of four heterogeneous fifth and sixth grade classrooms. It investigated how the four elementary teachers identified as being efficacious described the relationships between personal teaching efficacy and teaching and learning. An initial interview, three days of classroom observation and a follow-up interview were conducted with each teacher. Constant comparative analysis was used to concurrently collect and analyze the data. Findings indicated that at the core of the relationship between teacher efficacy and teaching and learning was the teacher's need for continual integration of beliefs and practices. To achieve congruence between beliefs and practices, the efficacious teachers in the study engaged in a continual process of constructing meaning in two essential areas: the quality of teacher relationships (primarily teacher-student relationships) and the effectiveness of instructional practices. The process by which meaning was constructed included creating and sustaining a positive classroom climate, engaging in reflective practices, and continual development of self. The teachers' ongoing use of inquiry and feedback provided the critical link between what meaning was constructed and how meaning was constructed. Contains 20 references. (CR) ED429385
Kushner, S. N. (1993). Teacher Efficacy and Preservice Teachers: A Construct Validation., 10pp. Paper presented at the Annual Meeting of the Eastern Educational Research Association (16th, Clearwater Beach, FL, February 17-22, 1993). A construct validation of a modified version of a teacher efficiency scale was conducted to establish its use with preservice teachers. The scale adapted by A. E. Woolfolk and W. K. Hoy from one constructed by S. Gibson and M. H. Dembo, which contained 12 personal efficacy (PE) and 6 general teaching efficacy (TE) items, was further modified for preservice teachers and administered to 197 education majors from a summer term and 162 education majors from a fall term. Factor analysis and confirmatory factor analysis confirmed the two-factor solution, indicating that the construct is stable to modifications and generalizable to preservice teachers. Confirmatory factor analysis suggests that the model does not fit the data very well. Items on both subscales may need to be revised or eliminated. Five tables present study findings, including data on goodness of fit. (SLD) ED356265
Kwiat, J. (1989). Perspectives on Fostering Change in Teachers of Language Minority Students., 25pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). In a study of the effectiveness of professional development for teachers of language minority students, 30 teachers enrolled in a course on language minority education were pre- and post-tested for changes in theories and beliefs regarding different cultures, languages, their own sense of effectiveness, and educational issues relating to language minority educational programs. The teachers also kept daily journals about their opinions and feelings during the course. Four of the teachers were chosen randomly to be observed and interviewed concerning changes in their instructional approaches and philosophies. Results of the initial survey and journal analysis showed subtle changes in areas of teacher efficacy, positive attitudes toward other cultures, and increased knowledge about schooling for language minority students. They also showed small changes in attitude. Findings of the followup study indicate clearly that the four teacher had changed during the study's 9-month span. New teaching techniques had been incorporated into classroom instruction and were used comfortably and routinely. All four had decided to continue their professional development and expressed the importance of empowering students with a feeling of pride. (MSE) ED306767
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Lee, J. S., & Westrom, L. E. (1991). Health Experiences, Concerns, and Interactions with Effectiveness of Secondary Agriculture Teachers in the United States., 36p. This publication summarizes the findings of several initiatives in studying the health aspects of secondary agriculture teachers in the United States. The study was specifically conducted to determine the health experiences of secondary agriculture teachers, the health problems that cause them to miss work, their health care concerns, personal variables related to health, and the interaction between health and teacher efficacy. A literature search found most previous studies concentrating on illness rather than wellness, as well as some support for a relationship between teacher absence and lack of efficacy. A questionnaire was developed and administered to a sample of 502 vocational agriculture teachers selected from the 12,053 names listed in the 1987 "Agriculture Teachers Directory," with 303 usable questionnaires returned. Some of the findings are the following: (1) teachers most frequently experienced colds, job stress, fatigue, influenza, headaches, personal stress, teeth problems, eyesight problems, respiratory problems, and depression; (2) teachers averaged fewer than 4 days of absence per year; (3) teachers missed school most for communicable disease or surgery, not for the more frequently reported health problems that tended to be in the emotional or psychosomatic categories; (4) health concerns included job stress, laboratory injuries, circulatory problems, eyesight problems, personal stress, and hearing loss; and (5) although a causative relationship was not found between teacher efficacy and health, the most effective teachers missed fewer school days per year than less effective teachers. (Includes the questionnaire and 34 references.) (KC) ED326740
Lewis, K. G., Ed. (1994). The Journal of Staff, Program, & Organizational Development, Volume 11. Spring 1993-Spring 1994. Paper presented at the 266p. These four issues of "The Journal of Staff, Program, and Organization Development" contain the following articles: "Faculty Developers: Are They Giving Away the X-Rays?" by Neil D. Fleming; "Alliances for Change: A Procedure for Improving Teaching through Conversations with Learners and Partnerships with Colleagues," by Richard G. Tiberius, Others; "Beyond Boxes: A More Positive and Productive Way of Understanding People," by Joyce G. Sibley; "An Integrated Systems Approach in Support of Institutional Effectivenss: The Roles of Staff & Organization Development and Institutional Research," by Margaret Gratton and Dan Walleri; "Appraisal of Faculty: Designing a System from Scratch," by Marshal Olp, Others; "Paid Professional Leaves: Policies and Practices in Texas Community Colleges" (Enrique Solis; Others); "The Department Chairperson: The Confessions of a Researcher Turned Practitioner," by John P. Murray; "Teaching Assistant Training for General Education in a State University: A Department Case Study," by Carol Olson and Larry Perkins; "Making Committees Work: Shared Power in the College Governance Structure," by William A. Wojciechowski and David Lemire; "A Call to Action in a Nation Still at Risk," by Charles H. Beard; "Setting the Stage: Introducing the Teaching Portfolio Concept to One's Campus," by James A. Eison; "Developing, Implementing, and Assessing a Great Teachers Short Course for Faculty Development," by James Paradiso; "Helping TAs (Teacher Assistants) To Help Themselves: A Model Training System Using a Peer TA," by Elaine Gordon and John Hoddinott; "REFRAME: A Model for Promoting Faculty/Staff Vitality and Excellence," by Maxine C. Mott; "New Relationships between Universities, Community Colleges, and Technical Colleges," by Hugh L. Thompson; "Using Computers Interactively To Overcome Resistance to Learning about Theory," by Thomas J. Keefe and John H. Newman; "Systematic Instruction vs. Lecture," by Glenn R. Johnson, Others; "Enhancing Teacher Efficacy in College Faculty," by Regina Miller, Others; "Organizational Triple-Teaming To Improve Learning," by Robert L. Cole, Others; "Global Issues Pedagogy," by Nasrin Shahinpoor and Bernard Matt; and "A Low Cost and High Impact Model for Development and Support of New Faculty," by Jane Jakoubek. Book reviews are included in all issues. (KP) ED379040
Li, X., & Zhang, M. (2000). Effects of Early Field Experiences on Preservice Teachers' Efficacy BeliefsA Pilot Study., Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Page Length: 12. This study investigated the effects of early field experiences on preservice teachers' teacher efficacy (TE) beliefs, a cognitive process in which teachers construct beliefs about their capacity to help students learn. The study also explored the effects of early field experiences on preservice teachers' TE beliefs in terms of their early field experience ratings, their perceived cooperating teachers' TE beliefs, and their teaching anxiety levels. Participants were 52 sophomore-level undergraduate students majoring in elementary and early childhood education, all of whom were randomly assigned to two local elementary schools. Participants made a total of six field experience trips. Data were collected before and after the early field experience. Data collection involved the Teacher Efficacy Scale, the Teaching Anxiety Scale, the Perceived Cooperating Teachers' Efficacy Scale, and the Field Experience Rating scale. Results indicated that after early field experiences, general teaching efficacy (GTE) was significantly lower, whereas personal TE was significantly higher. There was a relationship between student teachers' TE beliefs and their early field experience settings, their perceived cooperating teachers' TE beliefs, and their teaching anxiety. Respondents with higher perceived cooperating teachers' TE had higher GTE. Respondents with high teaching anxiety had significantly lower personal TE. (Contains 13 references.) (SM) ED444973
Lin, H., & Gorrell, J. (2001). Exploratory analysis of pre-service teacher efficacy in Taiwan. Teaching and Teacher Education, 17(ER5), 623-635.
Lin, H.-L., & Gorrell, J. (1997). Pre-Service Teachers' Efficacy Beliefs in Taiwan., 24pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Memphis, TN, November 1997). This study compared the efficacy beliefs of Taiwanese preservice teachers at the beginning of early childhood teacher preparation with those of preservice teachers near the end of preservice preparation. The 298 predominantly female participants were from 4 teacher colleges and a polytechnic institute. Participants completed a slightly revised version of the Teacher Efficacy Scale (Gibson and Dembo, 1984) that emphasized early childhood education. The scale had them rate attitudes regarding: student background, difficult students, teacher's extra effort, home environment, guidance at school, adjusting to students' levels, better ways of teaching, cultural diversity, more effective teaching methods, parent support, knowledge of intervention, ability to positively negotiate differences, knowledge of strategies to handle misbehavior, positive school experiences overcoming outside school experiences, providing appropriate learning alternatives, inability to reach children, and ability to teach effectively. Data analysis found no substantive difference in mean scores for each item between the two groups, indicating no distinct difference regarding sense of efficacy. However, results suggested that the two groups may have some conceptual differences. The results indicate that preservice teachers' efficacy beliefs are partially constructed during teacher preparation and may be constructed and integrated with social and cultural perspectives. (Contains 4 tables and 25 references). (SM) ED415205
Lin, H.-L., Gorrell, J., & Taylor, J. (1998). Culture and Educational Experiences Influence American and Taiwan Pre-Service Teachers' Efficacy Beliefs., Paper presented at the Annual Meeting of the American Psychological Society (Washington, DC, May 1998). Page Length: 23. This study examined preservice teachers' beliefs in light of potential cultural differences in perceived efficacy in Taiwan and America. Subjects were 240 preservice teachers at the beginning or the ending points of their teacher education programs in Taiwan and 231 comparable American preservice teachers. Subjects completed a revised version of the Gibson and Dembo (1984) teacher efficacy scale. Multivariate tests indicated that the preservice teachers in these two countries may have conceptually different expectations of teaching (e.g., parental support, social awareness, individual effort). However, efficacy beliefs of preservice teachers in these two countries showed a similar pattern regarding their capability to adjust to individual children. Findings suggest that, in both countries, preservice teachers' efficacy beliefs may be influenced by the context of their studies, by their increasing competence and experience as teachers, and by cultural perspectives. Contains 19 references. (Author/HTH) ED429732
Lin, H.-L., Taylor, J., Gorrell, J., Hazareesingh, N., Carlson, H. L., & Asche, M. (1999 Length: 35 Page(s); 1 Microfiche). Early Childhood and Elementary Preservice Teachers' Beliefs., Paper presented at the Meeting of the American Educational Research Association (Montreal, Canada, April 19-23, 1999). This study examined the relationship between preservice teachers' perceived efficacy and their beliefs about teaching and learning. Subjects were 382 preservice teachers enrolled in either an early childhood or elementary teacher preparation program. Statistical analysis of responses to a version of the Gibson and Dembo Teacher Efficacy Scale revealed significant interactions between the two teacher preparation programs, the point where preservice teachers were in their programs (beginning or ending), and their academic major. Several factors differed across programs, including teachers' sense of their ability to work with children from diverse backgrounds and to use behavior management and discipline conceptions, and beliefs regarding their contribution to children's outcomes. Qualitative analyses revealed differences in preservice teachers' beliefs about teaching and learning between different programs and majors. The study identified similar patterns of preservice teachers' sense of efficacy and beliefs across teacher education programs. Preservice teachers' perceived efficacy appears to be associated with some emerging beliefs such as the concept of strong teacher responsibility for children's learning, their perception of their role as teachers, and some teacher characteristics of being stable, productive, positive, and responsible. (The Teacher Attitude Scale used in the study is appended.) (Author/JPB) ED430677
Lin, H.-L., Taylor, J., Gorrell, J., Hazareesingh, N., Carlson, H. L., & Asche, M. (1999). Early Childhood and Elementary Preservice Teachers' Beliefs., Paper presented at the Meeting of the American Educational Research Association (Montreal, Canada, April 19-23, 1999). This study examined the relationship between preservice teachers' perceived efficacy and their beliefs about teaching and learning. Subjects were 382 preservice teachers enrolled in either an early childhood or elementary teacher preparation program. Statistical analysis of responses to a version of the Gibson and Dembo Teacher Efficacy Scale revealed significant interactions between the two teacher preparation programs, the point where preservice teachers were in their programs (beginning or ending), and their academic major. Several factors differed across programs, including teachers' sense of their ability to work with children from diverse backgrounds and to use behavior management and discipline conceptions, and beliefs regarding their contribution to children's outcomes. Qualitative analyses revealed differences in preservice teachers' beliefs about teaching and learning between different programs and majors. The study identified similar patterns of preservice teachers' sense of efficacy and beliefs across teacher education programs. Preservice teachers' perceived efficacy appears to be associated with some emerging beliefs such as the concept of strong teacher responsibility for children's learning, their perception of their role as teachers, and some teacher characteristics of being stable, productive, positive, and responsible. (The Teacher Attitude Scale used in the study is appended.) (Author/JPB) ED430677
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