This study investigated the relationship between teachers' individual sense of efficacy, collective teacher efficacy, and student achievement in urban schools. The study surveyed teachers in high performing and low performing elementary schools in a single urban district in Southern California.
Statistical analysis was conducted on survey responses from 76 teachers in low performing schools and 109 teachers in high performing schools. Using the Ohio State Teacher Efficacy Survey, teacher efficacy was separated into three subcategories: student engagement, instructional practices and classroom management. The data findings revealed that teachers in high performing schools had higher teacher efficacy in all three areas, however there was a weak correlation between type of school and teacher efficacy.
The collective efficacy data was measured using the Collective Efficacy Survey, and the data findings revealed that collective efficacy was higher in high performing schools. Additionally, there was a moderate correlation between the type of school and collective efficacy. The data also revealed a correlation between the three subcategories of teacher efficacy and collective efficacy.
As a result of the findings, recommendations were made to improve mastery teaching experiences, mentoring programs and provide targeted professional development for teachers. Additionally, recommendations for future studies included increasing the number and variety of participants as well as examination of additional variables that may impact student achievement.
|Commitee:||Barner, Robert, White, Kanika|
|School Location:||United States -- California|
|Source:||DAI-A 75/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Elementary education, Educational psychology, Psychology|
|Keywords:||Efficacy, Student achievement, Urban schools|
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