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ERIC Number: ED421599
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Examination of Teachers' Flow Experiences, Efficacy, and Instructional Leadership in Large Inner-City and Urban School Districts.
Frase, Larry E.
A study was conducted to determine the linkages between a number of variables and frequency and quality of teacher flow experiences. The research was based on the assumptions that administrative behavior can both positively and negatively affect the frequency of teacher flow experiences and that frequent and enhanced flow experiences are directly related to positive spirit, job satisfaction, and enhanced motivation to improve work performance. Flow is the word used by research participants to describe their feelings when they experience control of their actions. Participants in the quantitative portion of the study were 201 teachers from 2 large inner-city school districts. The 16 participants in the qualitative analysis were in large urban, suburban, or inner city districts. A number of linkages between organizational practices, principal practices, and teacher practices and flow were identified from the quantitative and qualitative analyses in this study. Principal "management by wandering around" (frequent classroom visits) practices predicted organizational efficacy, the perceived efficacy of others, and teacher value of teacher evaluation, and was strongly related to flow experiences. Also related to flow experiences was teacher self-efficacy, perceived self-efficacy of others, and organization efficacy. Other linkages related to flow are described. An appendix contains the teacher self-assessment instrument. (Contains 6 tables, 2 figures, and 75 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A