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An Exploration of Teacher Perceptions of Collective Teacher Efficacy Beliefs and the Enabling Conditions that Impact Collective Efficacy in High and Low Performing Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Exploration of Teacher Perceptions of Collective Teacher Efficacy Beliefs and the Enabling Conditions that Impact Collective Efficacy in High and Low Performing Schools./
Author:	Machado, Lesley Jayne.
Description:	1 online resource (176 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379893309

An Exploration of Teacher Perceptions of Collective Teacher Efficacy Beliefs and the Enabling Conditions that Impact Collective Efficacy in High and Low Performing Schools.
Machado, Lesley Jayne.

An Exploration of Teacher Perceptions of Collective Teacher Efficacy Beliefs and the Enabling Conditions that Impact Collective Efficacy in High and Low Performing Schools. - 1 online resource (176 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--Freed-Hardeman University , 2023.

Includes bibliographical references

This quantitative study was conducted to determine (a) if there was a difference in collective teacher efficacy beliefs of teachers who taught in high-performing schools and low-performing schools and (b) which enabling condition fostering those beliefs had the most significant impact. Data was acquired from teachers regarding their perceptions of their overall collective teacher efficacy beliefs and the enabling conditions (i.e., advanced teacher influence, goal consensus, responsive leadership, cohesive staff, effective systems of intervention, and teacher's knowledge of another's work). Data were collected from 122 certified teachers across Tennessee. Data indicated that teachers in high-performing schools had higher perceptions of collective teacher efficacy beliefs compared to those who taught in low-performing schools. Furthermore, the findings revealed that positive perceptions of effective systems of intervention had the most significant impact on the collective teacher efficacy beliefs of teachers in high-performing schools, while positive perceptions of a cohesive staff had the most significant impact on the collective teacher efficacy beliefs of teachers in low-performing schools.

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

Mode of access: World Wide Web

ISBN: 9798379893309Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Achievement gapsIndex Terms--Genre/Form:

554714
Electronic books.

An Exploration of Teacher Perceptions of Collective Teacher Efficacy Beliefs and the Enabling Conditions that Impact Collective Efficacy in High and Low Performing Schools.
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504 $a Includes bibliographical references
520 $a This quantitative study was conducted to determine (a) if there was a difference in collective teacher efficacy beliefs of teachers who taught in high-performing schools and low-performing schools and (b) which enabling condition fostering those beliefs had the most significant impact. Data was acquired from teachers regarding their perceptions of their overall collective teacher efficacy beliefs and the enabling conditions (i.e., advanced teacher influence, goal consensus, responsive leadership, cohesive staff, effective systems of intervention, and teacher's knowledge of another's work). Data were collected from 122 certified teachers across Tennessee. Data indicated that teachers in high-performing schools had higher perceptions of collective teacher efficacy beliefs compared to those who taught in low-performing schools. Furthermore, the findings revealed that positive perceptions of effective systems of intervention had the most significant impact on the collective teacher efficacy beliefs of teachers in high-performing schools, while positive perceptions of a cohesive staff had the most significant impact on the collective teacher efficacy beliefs of teachers in low-performing schools.
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