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Knoblauch, Dee; Hoy, Anita Woolfolk – Teaching and Teacher Education: An International Journal of Research and Studies, 2008
This study investigated student teachers' efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers' efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development…
Descriptors: Student Teaching, Student Teachers, Teacher Effectiveness, Self Efficacy
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Tschannen-Moran, Megan; Hoy, Anita Woolfolk – Teaching and Teacher Education, 2001
Reviews major measures that have been used to capture the construct of teacher efficacy, noting problems that have arisen with each. The paper proposes a new measure of teacher efficacy, the Ohio State Teacher Efficacy Scale, offering validity and reliability data from three separate studies. New directions for research made possible by this…
Descriptors: Elementary Secondary Education, Evaluation Methods, Higher Education, Locus of Control
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Tschannen-Moran, Megan; Hoy, Anita Woolfolk – Teaching and Teacher Education: An International Journal of Research and Studies, 2007
Among the sources of teachers' self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual…
Descriptors: Beginning Teachers, Self Efficacy, Beliefs, Teaching Experience
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Goddard, Roger D.; Hoy, Wayne K.; Hoy, Anita Woolfolk – American Educational Research Journal, 2000
Developed a model and an operational measure of collective teacher efficacy and tested the measure in a pilot study involving 70 teachers. Also used the instrument to study collective teacher efficacy and academic achievement in 47 urban elementary schools. Results show collective teacher efficacy to be positively associated with student-level…
Descriptors: Academic Achievement, Elementary Education, Elementary School Teachers, Mathematics Achievement
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Sakiz, Gonul; Pape, Stephen J.; Hoy, Anita Woolfolk – Journal of School Psychology, 2012
The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5…
Descriptors: Middle Schools, Student Attitudes, Structural Equation Models, Self Efficacy
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Goddard, Roger D.; Hoy, Wayne K.; Hoy, Anita Woolfolk – Educational Researcher, 2004
This analysis synthesizes existing research to discuss how teachers' practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make--the ways in which they exercise personal agency--are strongly influenced by collective efficacy beliefs. Although…
Descriptors: Epistemology, Self Efficacy, Beliefs, Academic Achievement
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Tschannen-Moran, Megan; Hoy, Anita Woolfolk; Hoy, Wayne K. – Review of Educational Research, 1998
The theoretical and empirical underpinnings of teacher efficacy as indicated in the research literature are examined to bring coherence to the construct and its measurement. A model of teacher efficacy is introduced that reconciles two competing conceptual strands found in the literature. Strategies are also suggested for improving the efficacy of…
Descriptors: Educational Theories, Elementary Secondary Education, Inservice Teacher Education, Literature Reviews
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Milner, H. Richard; Hoy, Anita Woolfolk – Teaching and Teacher Education, 2003
This case study examined sources of self-efficacy for a suburban African American high school teacher who persisted despite many challenges that could have affected her self-efficacy. Data from interviews and observations highlighted several themes regarding sources of and influences on self-efficacy (e.g., experience of social and collegial…
Descriptors: Black Teachers, Ethnic Stereotypes, Secondary Education, Self Efficacy
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Beard, Karen Stansberry; Hoy, Wayne K.; Hoy, Anita Woolfolk – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and…
Descriptors: School Culture, Structural Equation Models, Self Efficacy, Factor Analysis
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Hoy, Anita Woolfolk; Hoy, Wayne K.; Kurz, Nan M. – Teaching and Teacher Education: An International Journal of Research and Studies, 2008
The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of…
Descriptors: Factor Analysis, Teacher Attitudes, Predictor Variables, Elementary School Teachers