ERIC Number: ED479806
Record Type: RIE
Publication Date: 2002-Nov
Reference Count: N/A
Teacher Self-Efficacy and Site-Based Management as a Decentralization Strategy.
Newkirk, Catherine Elaine Parker; Klotz, Jack
This paper reports on a study to determine if teacher self-efficacy in site-based managed schools differed from teacher self-efficacy in schools that were not site-based managed. The study also examined whether there was a relationship between self-efficacy in site-based managed schools and schools that were not site-based managed in regards to age, gender, years of teaching experience, years at present school, grade-level assignment, and education degree of teachers. Participants in the study were about 100 teachers from two secondary site-based managed schools and about 100 teachers from two secondary schools that were not site-based managed in South Mississippi. Data were collected from a researcher-designed instrument (included in the report). Analysis of the data showed that teachers in site-based managed schools had a higher level of teacher self-efficacy than teachers in the other schools. Analysis also showed that there was a significant difference in self-efficacy among teachers in site-based managed schools and teachers in the other schools relative to their influence on the variables of curriculum, school resources, and disciplinary procedures. There was not a significant difference in self-efficacy among teachers relative to their influence on the variable of instruction. (Contains 46 references.) (WFA)
Descriptors: Decentralization, Educational Environment, Instructional Effectiveness, Instructional Improvement, Occupational Information, School Based Management, School Culture, School Organization, School Policy, Secondary Education, Self Efficacy, Teacher Attitudes, Teacher Effectiveness, Teacher Evaluation, Teacher Qualifications, Teaching Experience
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (31st, Chattanooga, TN, November 6-9, 2002).