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ERIC Number: ED550310
Record Type: Non-Journal
Publication Date: 2012
Pages: 124
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-7354-8
ISSN: N/A
Teacher Perceptions of the Effects of School Celebrations of Success on Collective Efficacy Beliefs
Escobedo, Anthony
ProQuest LLC, D.Ed. Dissertation, University of Virginia
Research has shown that collective teacher efficacy is a key variable in facilitating and influencing student achievement (Hoy, Smith, & Sweetland, 2002). It also suggests that there are specific processes and beliefs within schools that impact on collective efficacy (Ross & Gray, 2006; Tschannen-Moran & Bar, 2004). Despite the fact that collective efficacy has been shown to be an important belief that has consequences for school effectiveness, there have been few studies that have identified ways to positively impact it. The purpose of this study was to determine teacher perceptions of the effects of school celebrations of success on their collective efficacy beliefs. In order to achieve this purpose descriptive statistics, analysis of variance, and t-tests were utilized. Descriptive statistics suggested that although teachers reported more student celebrations than teacher celebrations per year, teachers perceived teacher celebrations of success to have a more positive effect on their collective efficacy beliefs than student celebrations. Analysis of variance revealed significant differences between teacher perceptions and the frequency of student celebrations. In almost every case the differences represented positive increases in teacher perceptions as the number of celebrations reported by teachers increased. T-tests revealed that perceptions of the effects of celebrations declined in larger schools and as school level increased. Implications for practitioners and further research include the need for school administrators to consider including celebrations of student and teacher success as components of any efforts to influence teacher behavior, impact collective efficacy beliefs, and improve student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A