ERIC Number: ED431758
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
A Study of Teacher Efficacy and Professional Learning Community in Quest Schools. Revised Version.
Cowley, Kimberly S.
This report discusses the administration of two instruments to faculty at 19 schools involved in the Appalachia Educational Laboratory's Quest project, which helps schools with educational reform efforts and challenges norms embedded in traditional school cultures. This study examined several constructs, including teacher efficacy, professional learning community, and organizational efficacy, exploring the characteristics of and interrelationships between Hord's "School Professional Staff as Learning Community" survey and Guskey's "Teaching Questionnaire" survey at the 19 schools. School staff were introduced to the surveys during the "Quest Inquiry into Improvement" conference, then a contact person at each school received survey packets for distribution to faculty members. Completed surveys were returned by March 1998. Of 850 surveys mailed, 624 usable forms were returned. Data analysis indicated that the amount of variation among teachers' views on internal and external efficacy and professional learning communities was fairly consistent both within and across schools. Elementary teachers were more similar than high school teachers in their views regarding professional learning communities. High school teachers felt less efficacious and less part of a professional learning community than did elementary teachers. There was low correlation between professional learning community and teacher efficacy scores. Demographic variables contributed little to the variance of each dependent variable scale score. There were some differences by gender. Results indicate that the scales had adequate reliability. (Contains 11 references.) (SM)
Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Organizational Effectiveness, School Culture, Self Efficacy, Teacher Attitudes, Teachers, Test Reliability
Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325-1348; Tel: 304-347-0400; Tel: 800-624-9120 (Toll Free); Fax: 304-347-0487; e-mail: firstname.lastname@example.org; Web site: http://www.ael.org
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Appalachia Educational Lab., Charleston, WV.