ERIC Number: ED329551
Record Type: RIE
Publication Date: 1990-Aug-12
Reference Count: 0
The Relation of the School Environment to Teacher Efficacy.
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)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: High School and Beyond (NCES)
Note: Paper presented at the Annual Meeting of the American Psychological Association (Boston, MA, August 10-14, 1990).