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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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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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Cybulski, Timothy G.; Hoy, Wayne K.; Sweetland, Scott R. – Journal of Educational Administration, 2005
Purpose: Public schools in the USA face increased pressures for more accountability and improved performance. The objective of this study was to wed two previously separated theoretical strands of educational research--economic theory and organizational theory--by using variables from each theory base to develop, compare, and test a series of…
Descriptors: Teacher Effectiveness, Elementary School Teachers, Academic Achievement, Resource Allocation
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Woolfolk, Anita E.; Hoy, Wayne K. – Journal of Educational Psychology, 1990
Structure and meaning of efficacy were examined for 182 prospective teachers, and efficacy was related to beliefs about control and motivation. Results support competing formulations of efficacy as teacher efficacy and personal efficacy. Interaction of these factors makes important contributions to prediction of pupil control ideology and…
Descriptors: Academic Achievement, Bureaucracy, College Students, Correlation
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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, Wayne K.; Woolfolk, Anita E. – Elementary School Journal, 1993
The relationship between teacher efficacy and a healthy school climate was examined in a survey of 179 teachers at 37 elementary schools in New Jersey. It was found that a healthy school climate was conducive to the development of teachers' beliefs that they could influence student learning. (MDM)
Descriptors: Administrator Role, Educational Environment, Elementary Education, Elementary School Teachers
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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
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Goddard, Roger D.; LoGerfo, Laura; Hoy, Wayne K. – Educational Policy, 2004
This study examined the relationship between collective efficacy and high school student achievement in a state with an accountability system heavily focused on achievement, measured by mandatory assessments in multiple content areas. Using social cognitive theory, a theoretical model was developed linking school context and collective efficacy to…
Descriptors: Cognitive Processes, Social Influences, Accountability, Academic Achievement
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Hoy, Wayne K.; Woolfolk, Anita E. – American Educational Research Journal, 1990
In a study of organizational socialization, 191 liberal arts majors (171 females and 20 males) at Rutgers University were assessed to determine influences on student teachers' attitudes. Four questionnaires were administered to the students. Sense of efficacy, student control orientation, and associated attitudes were related to organizational…
Descriptors: Higher Education, Liberal Arts, Organizational Climate, Organizational Theories
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Hoy, Wayne K.; Smith, Page A. – International Journal of Educational Management, 2007
Purpose: The purpose of this article is to examine and condense the literature on influence and persuasion. Design/methodology/approach: The article identifies basic principles of influence in the theoretical and research literature, which are supported by empirical study. Findings: Ten principles of influence were identified, empirical support…
Descriptors: Leadership, Instructional Leadership, Trust (Psychology), Persuasive Discourse