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Tschannen-Moran, Megan; Johnson, Denise – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. Factor analysis demonstrated construct validity of the measure of TSELI developed. Moderate correlations between TSELI and the more general TSES suggest that while there is some…
Descriptors: Educational Strategies, Self Efficacy, Construct Validity, Factor Analysis
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Schechter, Chen; Tschannen-Moran, Megan – International Journal of Educational Management, 2006
Purpose: This study explores the notion of collective teacher efficacy, a characteristic of schools that has emerged as a significant factor in school productivity. More specifically, this paper examines the construct validity and reliability of the Israeli Collective Teacher Efficacy Scale and explores variables that may influence teachers' sense…
Descriptors: Urban Schools, Suburban Schools, Elementary Schools, 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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Tschannen-Moran, Megan; Barr, Marilyn – Leadership and Policy in Schools, 2004
Collective teacher efficacy (CTE) refers to the collective perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities. Significant positive relationships were found between CTE and student achievement on the grade 8 math, writing, and English…
Descriptors: Teacher Effectiveness, Academic Achievement, Grade 8, Teacher Collaboration
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Tschannen-Moran, Megan; McMaster, Peggy – Elementary School Journal, 2009
This quasi-experimental study tested the potency of different sources of self-efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self-efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional…
Descriptors: Self Efficacy, Faculty Development, Reading Instruction, Teaching Methods
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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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Tschannen-Moran, Megan; Bankole, Regina A.; Mitchell, Roxanne M.; Moore, Dennis M., Jr. – Journal of Educational Administration, 2013
Purpose: This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic…
Descriptors: Academic Achievement, Factor Analysis, Identification, Educational Environment
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Tschannen-Moran, Megan; Gareis, Christopher R. – Journal of Educational Administration, 2004
In this era of accountability and significant school reform, efforts to improve schools increasingly look to the principal to spearhead change efforts at the school level. Good principals are the cornerstones of good schools. Without a principal's leadership efforts to raise student achievement, a school cannot achieve its fundamental academic…
Descriptors: School Restructuring, Self Efficacy, Principals, Leadership Qualities
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Tschannen-Moran, Megan; Gareis, Christopher R. – Journal of School Leadership, 2007
This study sought to identify important antecedents of principals' self-efficacy (PSE) beliefs among 558 principals in Virginia. Analysis of variance demonstrated that the school context variables of school level, school setting, and the proportion of low-income students had no significant relationship to PSE. Multiple regression revealed that, by…
Descriptors: Low Income, Self Efficacy, Academic Achievement, Principals
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Tschannen-Moran, Megan – American Secondary Education, 2001
Describes qualitative and quantitative study of the impact of statewide grant program to implement conflict-management education programs in 50 high schools. Reports three approaches to conflict-management education: Curriculum infusion, peer mediation, and special events. Finds significant positive effects of conflict-management programs on…
Descriptors: Community Involvement, Conflict Resolution, Educational Environment, High Schools