ERIC Number: ED231833
Record Type: Non-Journal
Publication Date: 1983-Jul
Reference Count: N/A
A Study of Teachers' Sense of Efficacy. Final Report, Executive Summary.
Ashton, Patricia T.; And Others
A conceptual framework for the study of teachers' sense of efficacy was used to determine the extent to which teachers believed they could influence student learning. The framework was based on an extensive review of research literature on teaching, an ethnographic comparison of 2 organizationally different middle schools, and a process-product study of 48 high school basic skills teachers. Significant relationships among teacher efficacy, student-teacher interaction, and student achievement were found. Teachers with high efficacy attitudes tended to maintain high academic standards, concentrate on academic instruction, monitor students' on-task behavior, and develop a warm, supportive classroom environment, and their students had higher achievement test scores than did students of teachers with low efficacy attitudes. Current conditions in the school--isolation, uncertainty, powerlessness, and lack of economic rewards and social recognition--appeared to be factors that contribute to a low sense of efficacy in teachers. School organizational structures of teaming, multi-age grouping, and collegial decision-making among teachers appeared to be school factors that may increase teacher efficacy. Further research of teacher efficacy should be conducted within the contexts of teacher education, school organizational structure, beginning teacher socialization, and parent-teacher relations. (Author/CJ)
Descriptors: Academic Achievement, Basic Skills, Classroom Environment, Classroom Research, Elementary Secondary Education, Middle Schools, Secondary School Teachers, Self Concept, Self Evaluation (Individuals), Student Behavior, Student Teacher Relationship, Teacher Attitudes, Teacher Behavior, Teacher Effectiveness, Teacher Influence, Teaching Conditions
Publication Type: Reports - Research; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Florida Univ., Gainesville.