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Autor/inn/en | Hamm, Jill V.; Lambert, Kerrylin; Little, Todd D.; Farmer, Thomas W.; Harris, Mallory V. |
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Titel | A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers' Sense of Efficacy and Perceived Collective Efficacy of Team Members |
Quelle | In: Elementary School Journal, 122 (2021) 2, S.141-164 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-5984 |
DOI | 10.1086/716898 |
Schlagwörter | Longitudinal Studies; Interdisciplinary Approach; Grade 6; Middle School Teachers; Self Efficacy; Teacher Attitudes; Interprofessional Relationship; Classroom Techniques Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Klassenführung |
Abstract | This study examines the ties of sixth-grade teachers to their interdisciplinary team colleagues and explores the dimensions of their efficacy beliefs for their own and their colleagues' teaching. Teachers (n = 238; 83% female, 88% White) from 26 middle schools completed surveys about the relational aspects of ties to team colleagues, the dimensions of their sense of efficacy for teaching, and their perceptions of team members' collective efficacy at fall, winter, and spring of one school year. Greater tie strength in fall predicted greater relational trust at winter and spring. Tie strength to teammates in fall predicted greater efficacy beliefs for classroom management and collective efficacy across the year, through greater relational trust midway through the year. The findings expand theorizing and reveal organizational processes that may be used to leverage teacher efficacy beliefs. (As Provided). |
Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |