國立虎尾科技大學 |

Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School./
作者:	Wiesner-Groff, Amanda J.
面頁冊數:	1 online resource (219 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798381114522

Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School.
Wiesner-Groff, Amanda J.

Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School. - 1 online resource (219 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ph.D.)--Saint Louis University, 2023.

Includes bibliographical references

Principals are faced with daily challenges to meet changing expectations in a field that has become unpredictable and demanding. Additionally, it is the responsibility of the principal to develop, monitor, and maintain structures and conditions that best ensure both instructional and academic success. The purpose of this mixed-methods case study was to investigate middle school teachers' perceptions regarding principal practices, the principal reported implementing and the teachers acknowledged, as influencing collective teacher efficacy. Additionally, the purpose was to determine any discrepancies between principal reported implemented practices and teacher's recognition of implemented practices which contributed to influencing collective teacher efficacy. This mixed methodology case study investigation was conducted in one highly efficacious, high achieving middle school. In Phase I, a survey was administered to thirteen middle school teachers to collect quantitative data measuring levels of collective teacher efficacy. In Phase II, a survey was administered to the middle school principal to collect quantitative data for determining the implementation of principal practices related to collective efficacy. In Phase III, nine teachers from Phase I were interviewed using an interview protocol to collect qualitative data regarding teacher perceptions of implemented principal practices most influential to collective teacher efficacy. Teachers indicated high levels of collective teacher efficacy within the school. The principal reported high levels of implementation in leadership practices related to the functions of framing school goals, communicating school goals, supervising and evaluating instruction, and coordinating the curriculum. The major themes from qualitative interview data analysis supported the quantitative reports of implemented practices and further indicated which structures and practices most support collective efficacy development: supportive school culture, positive school climate, and systems of support. The explanation of these findings provided the following conclusions and ideas: (1) Developing a strong school culture is connected to a strong sense of collective efficacy; (2) Principals must establish equitable systems for efficacy development, even when efficacy levels are already high; and (3) Ongoing collection, monitoring, and assessment of triangulated data related to efficacy and principal practices will improve collective efficacy. These conclusions suggest educational leaders may generalize their own implementation of principal practices and levels of collective teacher efficacy and use the findings from this study as a resource for increasing efficacy at the individual and collective level.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381114522Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Collective efficacyIndex Terms--Genre/Form:

554714
Electronic books.

Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School.
LDR:04304ntm a22004217 4500 001 1150006
005 20241023120620.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798381114522
035 $a (MiAaPQ)AAI30814747
035 $a AAI30814747
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wiesner-Groff, Amanda J. $3 1476405
245 1 0 $a Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School.
264 0 $c 2023
300 $a 1 online resource (219 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
500 $a Advisor: Wood, Jody Nell.
502 $a Thesis (Ph.D.)--Saint Louis University, 2023.
504 $a Includes bibliographical references
520 $a Principals are faced with daily challenges to meet changing expectations in a field that has become unpredictable and demanding. Additionally, it is the responsibility of the principal to develop, monitor, and maintain structures and conditions that best ensure both instructional and academic success. The purpose of this mixed-methods case study was to investigate middle school teachers' perceptions regarding principal practices, the principal reported implementing and the teachers acknowledged, as influencing collective teacher efficacy. Additionally, the purpose was to determine any discrepancies between principal reported implemented practices and teacher's recognition of implemented practices which contributed to influencing collective teacher efficacy. This mixed methodology case study investigation was conducted in one highly efficacious, high achieving middle school. In Phase I, a survey was administered to thirteen middle school teachers to collect quantitative data measuring levels of collective teacher efficacy. In Phase II, a survey was administered to the middle school principal to collect quantitative data for determining the implementation of principal practices related to collective efficacy. In Phase III, nine teachers from Phase I were interviewed using an interview protocol to collect qualitative data regarding teacher perceptions of implemented principal practices most influential to collective teacher efficacy. Teachers indicated high levels of collective teacher efficacy within the school. The principal reported high levels of implementation in leadership practices related to the functions of framing school goals, communicating school goals, supervising and evaluating instruction, and coordinating the curriculum. The major themes from qualitative interview data analysis supported the quantitative reports of implemented practices and further indicated which structures and practices most support collective efficacy development: supportive school culture, positive school climate, and systems of support. The explanation of these findings provided the following conclusions and ideas: (1) Developing a strong school culture is connected to a strong sense of collective efficacy; (2) Principals must establish equitable systems for efficacy development, even when efficacy levels are already high; and (3) Ongoing collection, monitoring, and assessment of triangulated data related to efficacy and principal practices will improve collective efficacy. These conclusions suggest educational leaders may generalize their own implementation of principal practices and levels of collective teacher efficacy and use the findings from this study as a resource for increasing efficacy at the individual and collective level.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Middle school education. $3 1148691
650 4 $a Educational administration. $3 1148465
650 4 $a Educational leadership. $3 585508
653 $a Collective efficacy
653 $a Collective teacher efficacy
653 $a Efficacy development
653 $a Highly efficacious
653 $a Principal practices
653 $a Teacher perceptions
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0514
690 $a 0450
690 $a 0525
710 2 $a Saint Louis University. $b Educational Leadership. $3 1181762
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30814747 $z click for full text (PQDT)