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ERIC Number: ED338590
Record Type: Non-Journal
Publication Date: 1990-Oct
Pages: 39
Abstractor: N/A
Reference Count: N/A
Contextual Effects on the Self-Efficacy of High School Teachers.
Raudenbush, Stephen W.; And Others
This study was conducted to examine high school teachers' perceptions of self-efficacy and ways in which self-perception is affected by: (1) differences in the characteristics of classes taught; (2) differences in the organizational environments in which teachers work; and (3) interactions that neutralize the negative effects of difficult classes. Data were gathered in a sample of 14 urban and suburban high schools in California and Michigan. A questionnaire was mailed to all teachers and included a series of questions on: perceptions of self-efficacy for each class taught; the characteristics of each class; personal and professional background; and the organizational setting of the school. The final sample included 263 teachers who provided information about 1,026 classes taught. Findings suggest that different levels of self-efficacy result from different classes and depend on: (1) preparation and knowledge of subject matter; (2) the ability of students; (3) student engagement; (4) collaboration with colleagues; and (5) increased teacher control over working conditions. The data imply that assignment of teachers to low-track classes presents challenges that make it difficult for them to maintain elevated perceptions of self-efficacy. This is true particularly of the most advantaged teachers (highly educated and white). (LL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Context of Secondary School Teaching.
Identifiers - Location: California; Michigan