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An Examination of the Relationship b...

McLeod, Ryan Patrick.

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An Examination of the Relationship between Teachers' Sense of Efficacy and School Culture.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An Examination of the Relationship between Teachers' Sense of Efficacy and School Culture./
Author:	McLeod, Ryan Patrick.
Description:	156 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
Subject:	Education, School Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3542871
ISBN:	9781267713575

An Examination of the Relationship between Teachers' Sense of Efficacy and School Culture.
McLeod, Ryan Patrick.

An Examination of the Relationship between Teachers' Sense of Efficacy and School Culture. - 156 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ed.D.)--The University of Toledo, 2012.

Although a relationship between the constructs of teacher efficacy and school culture has been suggested in the literature (e.g., Beard, Hoy, & Hoy, 2010; Deemer, 2004; Tschannen-Moran & Woolfolk Hoy, 2001), no studies have actually examined the relationship directly. The purpose of this quantitative study was to examine the relationship among the components of school culture and the factors of teachers' sense of efficacy. The perceptions of Michigan middle school teachers (n = 387) were obtained using an online survey via random cluster sampling. The survey included a professional demographic survey, the School Culture Survey (SCS) (Saphier & King, 1985 as modified by Edwards, Green & Lyons, 1996), and the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001). Correlations were used to examine the relationships among the TSES factors ( Efficacy in Student Engagement, Instructional Strategies, and Classroom Management) and the SCS factors (Teacher Professionalism and Goal Setting, Professional Treatment by Administration, and Teacher Collaboration). The study showed weak significant positive relationships between SCS and TSES in 13 of the 16 correlations conducted. All of the relationships determined in the study were found to have small effect sizes. The greatest correlation values occurred between the SCS factors and teacher efficacy in student engagement. In addition, the SCS factor of professional treatment by administration had the highest correlations with each of the factors of TSES. Finally, teacher efficacy in classroom management did not have significant relationships with two of the three SCS factors or the SCS composite scores.

ISBN: 9781267713575Subjects--Topical Terms:

1669346
Education, School Administration.

An Examination of the Relationship between Teachers' Sense of Efficacy and School Culture.
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245 1 3 $a An Examination of the Relationship between Teachers' Sense of Efficacy and School Culture.
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500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: Dale Snauwaert.
502 $a Thesis (Ed.D.)--The University of Toledo, 2012.
520 $a Although a relationship between the constructs of teacher efficacy and school culture has been suggested in the literature (e.g., Beard, Hoy, & Hoy, 2010; Deemer, 2004; Tschannen-Moran & Woolfolk Hoy, 2001), no studies have actually examined the relationship directly. The purpose of this quantitative study was to examine the relationship among the components of school culture and the factors of teachers' sense of efficacy. The perceptions of Michigan middle school teachers (n = 387) were obtained using an online survey via random cluster sampling. The survey included a professional demographic survey, the School Culture Survey (SCS) (Saphier & King, 1985 as modified by Edwards, Green & Lyons, 1996), and the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001). Correlations were used to examine the relationships among the TSES factors ( Efficacy in Student Engagement, Instructional Strategies, and Classroom Management) and the SCS factors (Teacher Professionalism and Goal Setting, Professional Treatment by Administration, and Teacher Collaboration). The study showed weak significant positive relationships between SCS and TSES in 13 of the 16 correlations conducted. All of the relationships determined in the study were found to have small effect sizes. The greatest correlation values occurred between the SCS factors and teacher efficacy in student engagement. In addition, the SCS factor of professional treatment by administration had the highest correlations with each of the factors of TSES. Finally, teacher efficacy in classroom management did not have significant relationships with two of the three SCS factors or the SCS composite scores.
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