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Guskey, Thomas R.; Passaro, Perry D. – American Educational Research Journal, 1994
The structure of "teacher efficacy" was studied with a sample of 342 prospective and experienced teachers through an efficacy questionnaire. Factors correspond to an internal versus external distinction, similar to the locus-of-control measures of causal attribution. (SLD)
Descriptors: Attribution Theory, Construct Validity, Education Majors, Factor Analysis
Guskey, Thomas R. – 1998
Research on the concept of teacher efficacy spans over 20 years, but much remains to be learned. Although precise definitions of the concept have always been problematic, in general, teacher efficacy is defined as teacher's belief or conviction that they can influence how well students learn (T. Guskey and P. Passaro, 1994). Efforts to clarify the…
Descriptors: Change, Educational Research, Elementary Secondary Education, Measurement Techniques
Guskey, Thomas R. – 1986
This paper presents a model describing three context variables hypothesized to affect measures of teacher efficacy. These variables include the nature of the student performance outcome (positive or negative), the ability of the students involved (high or low), and the scope of influence (single student or group of students). The results from…
Descriptors: Academic Achievement, Outcomes of Education, Self Evaluation (Individuals), Teacher Attitudes
Guskey, Thomas R.; Passaro, Perry – 1993
The structure of a concept generally labeled "teacher efficacy" is examined. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of S. Gibson and M. H. Dembo (1984). Factor analytic procedures with varimax rotation were used to generate a 2-factor solution that accounted for 32…
Descriptors: Causal Models, Elementary School Teachers, Elementary Secondary Education, Factor Analysis
Guskey, Thomas R. – 1987
This paper describes an exploratory study designed to investigate the relation between selected teacher perceptions past research has shown to be shared by highly effective teachers, and teacher attitudes toward the implementation of new instructional practices. Data were gathered through a questionnaire administered to 120 elementary and…
Descriptors: Elementary Secondary Education, Instructional Innovation, Mastery Learning, Self Concept
Guskey, Thomas R.; Jung, Lee Ann – Educational Leadership, 2016
Many educators consider grades calculated from statistical algorithms more accurate, objective, and reliable than grades they calculate themselves. But in this research, the authors first asked teachers to use their professional judgment to choose a summary grade for hypothetical students. When the researchers compared the teachers' grade with the…
Descriptors: Grading, Computer Assisted Testing, Interrater Reliability, Grades (Scholastic)
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Guskey, Thomas R. – Journal of Educational Research, 1987
A model describing three context variables hypothesized to affect measures of teacher effectiveness is presented. The variables are (1) student performance outcome; (2) student ability level; and (3) scope of teacher influence. This study investigated the relevance of scope of influence with individual students and with a group. Results are…
Descriptors: Academic Achievement, Academic Aptitude, Elementary Secondary Education, Student Characteristics
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Guskey, Thomas R. – Teaching and Teacher Education: An International Journal of Research and Studies, 1988
A study of 120 teachers who participated in a staff development program explores the relationship between perceptions shared by effective teachers and teacher attitudes toward implementing new instructional practices. Implications for instructional improvement efforts are discussed. (JL)
Descriptors: Change Strategies, Elementary Secondary Education, Instructional Innovation, Mastery Learning
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Guskey, Thomas R. – Contemporary Educational Psychology, 1982
The causal attributions of 184 teachers from metropolitan school districts were found to vary with positive versus negative learning outcomes in terms of both internality/externality and stability of cause. Relations to overall efficacy, teaching experience, grade level taught, and teacher gender were explored; only grade level differences were…
Descriptors: Academic Achievement, Attribution Theory, Correlation, Elementary School Teachers
Guskey, Thomas R. – 1981
Past research on teachers' causal attributions has shown little relation between perceptions of responsibility for positive versus negative student learning outcomes. In this study, Weiner's model for causal attributions was employed to explore these perceived attributional differences. Data were gathered from 184 teachers from two metropolitan…
Descriptors: Academic Achievement, Attitude Measures, Attribution Theory, Correlation