Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy

Autor/inn/en	Ross, John A.; Hogaboam-Gray, Anne; Gray, Peter
Titel	Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy
Quelle	In: Leadership and Policy in Schools, 3 (2004) 3, S.163-188 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Teacher Effectiveness; Structural Equation Models; Academic Achievement; Social Cognition; Grade 6; Team Teaching; Self Efficacy; Teacher Competencies; Teamwork; Teacher Collaboration; Teacher Influence; Elementary School Teachers; Prior Learning; Mathematics Achievement; Social Theories; Teacher Participation; Participative Decision Making; Teacher Empowerment; Family Income; Goal Orientation; Leadership Responsibility; Canada + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Soziale Kognition; School year 06; 6. Schuljahr; Schuljahr 06; Teamteaching; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vorkenntnisse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gesellschaftstheorie; Familieneinkommen; Zielorientierung; Zielvorstellung; Kanada
Abstract	Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary schools used structural equation modeling to examine the antecedents of collective teacher efficacy. The study found that prior student achievement in grade 6 mathematics predicted collective teacher efficacy, as expected by social cognition theory. The study also found that school processes that promoted teacher ownership of school directions (shared school goals, school-wide decision making, fit of plans with school needs, and empowering principal leadership) exerted an even stronger influence on collective teacher efficacy than prior student achievement. School cohesion and support contributed to collective teacher efficacy, but only in domains in which the school had control over its directions. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10