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Leadership Influence on Collective Teacher Efficacy in Multi-Cultural Teams: A Mixed-Methods Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Leadership Influence on Collective Teacher Efficacy in Multi-Cultural Teams: A Mixed-Methods Study./
作者:	Zhou, YaRu.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	137 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28647740
ISBN:	9798534691733

Leadership Influence on Collective Teacher Efficacy in Multi-Cultural Teams: A Mixed-Methods Study.
Zhou, YaRu.

Leadership Influence on Collective Teacher Efficacy in Multi-Cultural Teams: A Mixed-Methods Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 137 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--Seattle Pacific University, 2021.

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

As evidence for positive effects of collective teacher efficacy on student performance and teacher well-being grow, increasing efforts have been made worldwide to understand how teachers' beliefs in the team's capacity form in schools. This study adopts a mixed-methods approach; 90 teachers from seven international schools in China participated in the survey, and eight teachers from these schools joined focus group interviews. This paper seeks to understand the relationship between teachers' perceptions of instructional school leadership and collective efficacy, and how individual leaders' character strength of encouragement and structural factors, including school levels and cultural dimensions, affect the relationship. Quantitative results show a significant correlation between instructional school leadership and collective teacher efficacy. Power distance is a significant moderator in the relationship, but school-level and cultural dimension of collectivism are not. Although leaders' character strength of encouragement is not a significant mediator in the influence of instructional school leadership on collective teacher efficacy, it significantly mediates the influence of collective efficacy on teachers' perceptions of instructional school leadership. Focus group participants recognized leadership as a critical factor in the formation of collective teacher efficacy at the school level and identified four categories of leadership practices shaping the formation: Developing School Learning Climate, Defining School Mission, Supervising and Evaluating Instruction, and Leading by Example. Findings, study limitations, and implications for future research and practice are further discussed.

ISBN: 9798534691733Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Collective teacher efficacy

Leadership Influence on Collective Teacher Efficacy in Multi-Cultural Teams: A Mixed-Methods Study.
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500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
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