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ERIC Number: EJ824129
Record Type: Journal
Publication Date: 2004-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-1570-0763
Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy
Ross, John A.; Hogaboam-Gray, Anne; Gray, Peter
Leadership and Policy in Schools, v3 n3 p163-188 Sep 2004
Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary schools used structural equation modeling to examine the antecedents of collective teacher efficacy. The study found that prior student achievement in grade 6 mathematics predicted collective teacher efficacy, as expected by social cognition theory. The study also found that school processes that promoted teacher ownership of school directions (shared school goals, school-wide decision making, fit of plans with school needs, and empowering principal leadership) exerted an even stronger influence on collective teacher efficacy than prior student achievement. School cohesion and support contributed to collective teacher efficacy, but only in domains in which the school had control over its directions. (Contains 3 tables and 4 figures.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada