東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Professional learning communities, t...

Hinojosa, Ryan.

FindBook

Google Book

Amazon

博客來

Professional learning communities, teachers' efficacy beliefs, and their effects on job satisfaction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Professional learning communities, teachers' efficacy beliefs, and their effects on job satisfaction./
作者:	Hinojosa, Ryan.
面頁冊數:	66 p.
附註:	Source: Masters Abstracts International, Volume: 53-01.
Contained By:	Masters Abstracts International53-01(E).
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1556692
ISBN:	9781303923814

Professional learning communities, teachers' efficacy beliefs, and their effects on job satisfaction.
Hinojosa, Ryan.

Professional learning communities, teachers' efficacy beliefs, and their effects on job satisfaction. - 66 p.

Source: Masters Abstracts International, Volume: 53-01.

Thesis (S.S.P.)--Texas A&M University - Commerce, 2014.

This item must not be sold to any third party vendors.

Teachers' efficacy beliefs extend to a number of topics in education as well as facets within the realm of pedagogy and learning. Professional learning communities (PLCs) serve as a model for teacher collaboration and learning within faculty groups, associating with some aspects of job satisfaction such as peer relationships and leadership. While prior research links efficacy levels to job satisfaction among teachers, and collective efficacy to PLC perceptions, no other study has examined these variables collectively. This study aimed to examine the relationship between PLCs and teachers' efficacy beliefs (self and collective), as well as analyze which variables were also predictors of job satisfaction. Participants included teachers from three independent school districts as well as teachers enrolled in graduate courses at Texas A&M; University-Commerce who completed an online survey. The findings indicated that efficacy beliefs alongside PLC perceptions were associated with job satisfaction. When job satisfaction levels were reflective of certain characteristics, including opportunities for promotion, supervision, and the job in general, positive perceptions of PLCs were a predictor of overall high job satisfaction levels. Important to the field of education, these findings impact student learning and achievement as well as highlight significant aspects of job satisfaction. Moreover, improving collaboration efforts among teachers, while facilitating a supportive, friendly, and empowering learning environment may increase teacher retention levels. Future directions should focus on examining the difference between teacher self-efficacy and general teaching efficacy as well as implementing a more controlled approach to investigating the relationship between the variables, which will purport more valid and reliable results.

ISBN: 9781303923814Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Professional learning communities, teachers' efficacy beliefs, and their effects on job satisfaction.
LDR:02826nmm a2200301 4500 001 2056035
005 20150429102516.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303923814
035 $a (MiAaPQ)AAI1556692
035 $a AAI1556692
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hinojosa, Ryan. $3 3169755
245 1 0 $a Professional learning communities, teachers' efficacy beliefs, and their effects on job satisfaction.
300 $a 66 p.
500 $a Source: Masters Abstracts International, Volume: 53-01.
500 $a Adviser: Lacy E. Krueger.
502 $a Thesis (S.S.P.)--Texas A&M University - Commerce, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Teachers' efficacy beliefs extend to a number of topics in education as well as facets within the realm of pedagogy and learning. Professional learning communities (PLCs) serve as a model for teacher collaboration and learning within faculty groups, associating with some aspects of job satisfaction such as peer relationships and leadership. While prior research links efficacy levels to job satisfaction among teachers, and collective efficacy to PLC perceptions, no other study has examined these variables collectively. This study aimed to examine the relationship between PLCs and teachers' efficacy beliefs (self and collective), as well as analyze which variables were also predictors of job satisfaction. Participants included teachers from three independent school districts as well as teachers enrolled in graduate courses at Texas A&M; University-Commerce who completed an online survey. The findings indicated that efficacy beliefs alongside PLC perceptions were associated with job satisfaction. When job satisfaction levels were reflective of certain characteristics, including opportunities for promotion, supervision, and the job in general, positive perceptions of PLCs were a predictor of overall high job satisfaction levels. Important to the field of education, these findings impact student learning and achievement as well as highlight significant aspects of job satisfaction. Moreover, improving collaboration efforts among teachers, while facilitating a supportive, friendly, and empowering learning environment may increase teacher retention levels. Future directions should focus on examining the difference between teacher self-efficacy and general teaching efficacy as well as implementing a more controlled approach to investigating the relationship between the variables, which will purport more valid and reliable results.
590 $a School code: 1287.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, General. $3 1019158
690 $a 0525
690 $a 0449
690 $a 0515
710 2 $a Texas A&M University - Commerce. $b Psychology. $3 3169756
773 0 $t Masters Abstracts International $g 53-01(E).
790 $a 1287
791 $a S.S.P.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1556692