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Gonzalez, Alejandro; Peters, Michelle L.; Orange, Amy; Grigsby, Bettye – Cambridge Journal of Education, 2017
In the United States, teachers' job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas…
Descriptors: High Stakes Tests, Self Efficacy, Stress Variables, Teacher Surveys
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Ware, Herbert W.; Kitsantas, Anastasia – Journal of Educational Research, 2011
The authors focused on public schools expected to meet performance goals before the No Child Left Behind Act of 2001 (2002) using data from the responses of 26,257 teachers and 6,711 principals to public school questionnaires from the 1999-2000 Schools and Staffing Survey. They examined relationships among measures of teacher commitment and…
Descriptors: Teacher Effectiveness, Self Efficacy, Federal Legislation, Principals
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Slone, Mary Beth; Hancock, Mary D. – Mid-Western Educational Researcher, 2008
The present study investigates, through path analytic techniques, the influence of teacher efficacy on the career indecision of pre-service teachers. The sample consists of 305 students enrolled in Teacher Education programs at two southeastern universities. Results indicate that general teacher efficacy and career self-efficacy have significant…
Descriptors: Preservice Teacher Education, Teacher Effectiveness, Teacher Education Programs, Self Efficacy
Combee, Susan W. – ProQuest LLC, 2014
Administrative support plays a vital role in the self-efficacy of special education teachers (Otto & Arnold, 2005). In order to meet the education needs of special education students and comply with Individuals with Disabilities Education Improvement Act (IDEA, 2004) and the No Child Left Behind Act of 2001 (NCLB, 2002), education leaders and…
Descriptors: Special Education Teachers, Compliance (Legal), Correlation, Administrator Role
Zinke, Anjanette Fuller – ProQuest LLC, 2013
Decisions about ways to improve student achievement have been of concern over the years (Reeves, 2011). Multiple reforms have been attempted (Evers, 2000; Marzano, 2000), but researchers have differed in viewpoints on their effectiveness (Jennings & Rentner, 2006; Rose, 20 I 0). State test scores in Mississippi have not risen to levels…
Descriptors: Leadership Styles, Participative Decision Making, Self Efficacy, Academic Achievement
Erwin, David A. – ProQuest LLC, 2012
Teacher self-efficacy, grounded in social cognitive theory, has been shown to be an important component of teaching effectiveness. There are 6.2 million teachers who are mandated to follow the requirements of the No Child Left Behind Act (NCLB). Studies addressing perceptions of NCLB and teacher self-efficacy are lacking in the literature. The…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Self Efficacy
Mitcham, Elizabeth C. – ProQuest LLC, 2015
Since the onset of NCLB legislation and federal funding for schools tied to summative assessment performance, educational leaders have sought to identify factors that are most influential on student learning outcomes. Research continues to link the use of formative data practices and teacher efficacy to improved student performance. The intent of…
Descriptors: Teacher Attitudes, Beliefs, Academic Achievement, Outcomes of Education
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Ross, John; Bruce, Catherine – Journal of Educational Research, 2007
We designed a professional development (PD) program to increase the teacher efficacy of mathematics teachers. We randomly assigned 106 Grade 6 teachers in 1 school district to treatment and control conditions in a delayed-treatment design. The PD explicitly addressed 4 sources of teacher-efficacy information identified in social-cognition theory…
Descriptors: Grade 6, Mathematics Teachers, Professional Development, Classroom Techniques
Wilmore, Christian – ProQuest LLC, 2009
The No Child Left Behind legislation has drawn a great deal of attention to the gap' that exists between the academic performance of Black and Hispanic students as compared to their White counterparts. While numerous reform efforts have been implemented to address this disparity, to date little research has been done to connect a teacher's sense…
Descriptors: Teacher Effectiveness, Self Efficacy, Federal Legislation, Student Improvement
Mason, Janet Harmon – ProQuest LLC, 2010
The purpose of this study was to explore the impact of high-stakes testing and accountability on teachers' perceptions of their professional identities. Teachers' instructional practice, work environments, and personal factors are now immersed in the context of high-stakes testing and accountability. This context colors the decisions teachers make…
Descriptors: Report Cards, Teacher Effectiveness, Testing, High Stakes Tests
Rostan, MaryMargret – ProQuest LLC, 2009
A problem exists in the U.S. education system regarding the efforts to refine professional development and gain a deeper understanding of content knowledge to impact teachers' abilities to meet students' needs. Many teachers have not had the professional development opportunities that support the improvement of teaching skills and knowledge. The…
Descriptors: Middle Schools, Learning Activities, Federal Legislation, Social Change
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Finch, Kim; Watson, Robert; MacGregor, Cynthia; Precise, Natalie – Journal of Special Education Apprenticeship, 2013
The purpose of this study was to gather information on experiences of general education teachers concerning inclusion practices for children with Autism Spectrum Disorders (ASD). In this case study third, fourth, and fifth grade general education teachers in a rural Southwest Missouri school district provided the data source to keep a narrowed…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Teachers, Needs
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Evans, Andrea – Leadership and Policy in Schools, 2009
The current policy context established by "No Child Left Behind (NCLB)" calls for schools and teachers to develop and execute plans of action they believe will effectively address achievement gaps. This article uses conceptual and research literature to explore the construct of teachers' collective sense of efficacy and its potential…
Descriptors: Equal Education, Self Efficacy, Federal Legislation, Instructional Leadership
Dawson, Heather S. – ProQuest LLC, 2012
High-stakes testing has created challenges for teachers, administrators, parents, students, and other related education stakeholders in recent decades (Nichols & Berliner, 2007). While high-stakes tests have a long history (Ravitch, 2009) it was not until No Child Left Behind was signed into law in 2002 that the tests became law for most…
Descriptors: Beliefs, High Stakes Tests, Teacher Motivation, Teacher Attitudes
McCallum, Salimah A. – ProQuest LLC, 2012
Despite No Child Left Behind legislation, there has been little significant progress in literacy for African American and Hispanic high school students. This issue reflects a failing school system and an urgent need for educational reform in the United States. Using social cognitive theory as the conceptual framework, this qualitative study…
Descriptors: Communities of Practice, Literacy, Minority Group Students, Urban Schools
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