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Focusing on teacher efficacy and aut...

Gilbert, Victoria.

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Focusing on teacher efficacy and autonomy in private, parochial, chartered public, and public schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Focusing on teacher efficacy and autonomy in private, parochial, chartered public, and public schools./
作者:	Gilbert, Victoria.
面頁冊數:	245 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0072.
Contained By:	Dissertation Abstracts International66-01A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3160620
ISBN:	0496939769

Focusing on teacher efficacy and autonomy in private, parochial, chartered public, and public schools.
Gilbert, Victoria.

Focusing on teacher efficacy and autonomy in private, parochial, chartered public, and public schools. - 245 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0072.

Thesis (Ed.D.)--Columbia University Teachers College, 2005.

This study used focus group methods to explore the nature of and relations between teacher efficacy and perceived autonomy in four types of urban middle schools---private, parochial, chartered public, and regular public. Eleven focus groups consisting of 48 teachers, the majority of whom were in their first five years of teaching, were included in all. Qualitative data analyses used Strauss and Corbin's methods to analyze teacher group discussions of factors that contribute to their personal teaching efficacy, paying special attention to perceived autonomy. Credibility of results from the focus groups was bolstered by comparisons to short answer surveys administered before discussions began and raw data collected from other types of middle schools.

ISBN: 0496939769Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Focusing on teacher efficacy and autonomy in private, parochial, chartered public, and public schools.
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520 $a This study used focus group methods to explore the nature of and relations between teacher efficacy and perceived autonomy in four types of urban middle schools---private, parochial, chartered public, and regular public. Eleven focus groups consisting of 48 teachers, the majority of whom were in their first five years of teaching, were included in all. Qualitative data analyses used Strauss and Corbin's methods to analyze teacher group discussions of factors that contribute to their personal teaching efficacy, paying special attention to perceived autonomy. Credibility of results from the focus groups was bolstered by comparisons to short answer surveys administered before discussions began and raw data collected from other types of middle schools.
520 $a No differences in teachers' beliefs were found across school types; however, differences were observed according to school culture. That is, teachers described how their self-efficacy beliefs were affected by factors such as collegiality, administrative trust, parental involvement, individual relationships with students, mastery experiences, and standardized testing, which varied across schools. Findings also include new knowledge about the role of perceived autonomy in task difficulty across school types. Finally, some teachers in this study expressed a sense that they "must" persevere in teaching---almost as part of a mission or socio-political obligation to the next generation. This addition of this volitional component to the self-efficacy model of Tschannen-Moran, Woolfolk-Hoy, and Hoy (1997) enhances the motivational aspects of teacher psychology.
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