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The relationship between the levels of teacher collective efficacy and district collective efficacy in ascension parish.

机译：提升教区中教师集体效能水平与地区集体效能之间的关系。

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摘要

Having all students master rigorous learning standards is a challenge for schools and school districts. A review of the literature suggested that collective teacher efficacy, a faculty's collective belief in its capacity to positively impact student outcomes (Goddard, Hoy, & Woolfolk Hoy, 2000), has been identified as a factor that has a significant impact on student achievement (Bandura, 1993, 1997b; Cybulski et al., 2005; Goddard, 2001; Goddard et al., 2000; Goddard et al., 2004; Protheroe, 2008; Tschannen-Moran & Barr, 2004). While collective efficacy has been studied extensively at the school level, there are only a few studies that look at collective efficacy as a district construct (Eck & Goodwin, 2010; Leithwood, 2008) and literally no evidence of it being measured at the district level. This study explored collective teacher efficacy at both the school and the district level.;The purpose of this correlational study was to determine the levels of collective teacher efficacy in 27 schools in Ascension Parish and the levels of district collective efficacy across the school system. Furthermore, the study explored the extent of the relationship between the collective teacher efficacy of the faculty and the district collective efficacy of the school's leadership team. Finally, the study also explored the relationship between collective teacher efficacy and student achievement.;The Teacher Efficacy Belief Scale (TEBS-C), (Olivier, 2001) was administered to teachers in each of the schools. The researcher adapted the scale to create a district measure, the District Efficacy Belief Scale (DEBS-C). The DEBS-C was administered to district office administrators and the leadership teams in each of the schools.;The results indicated that there was a moderately positive correlation between the collective teacher efficacy of a faculty and the district collective efficacy of the school's leadership team. Furthermore, the results showed a moderately positive correlation between the collective teacher efficacy of a faculty and student achievement as measured by the assessment index portion of the school performance score.
机译：对于所有学校和学区而言，让所有学生都掌握严格的学习标准是一项挑战。文献综述表明，集体教师的效能是教师对其对学生成绩产生积极影响的能力的集体信念（Goddard，Hoy和Woolfolk Hoy，2000年），已被确定为对学生成绩产生重大影响的因素（ Bandura，1993，1997b； Cybulski等，2005； Goddard，2001； Goddard等，2000； Goddard等，2004； Protheroe，2008； Tschannen-Moran＆Barr，2004）。虽然集体效能已在学校层面进行了广泛的研究，但只有少数研究将集体效能视为地区建构（Eck＆Goodwin，2010； Leithwood，2008），而从字面上看，没有证据表明在地区层面对集体效能进行了测量。 。这项研究探讨了学校和地区一级的集体教师效能。这项相关研究的目的是确定升天教区27所学校的集体教师效能水平以及整个学校系统的地区集体效能水平。此外，该研究探索了教师的集体教师效能与学校领导团队的地区集体效能之间关系的程度。最后，该研究还探讨了集体教师的效能与学生成绩之间的关系。；对每所学校的教师实行教师效能信念量表（TEBS-C）（奥利维尔，2001）。研究人员对量表进行了调整，以创建区域量度，即区域效能信念量表（DEBS-C）。 DEBS-C被管理给每个学校的地区办公室管理员和领导团队。;结果表明，教师的集体教师效能与学校领导团队的地区集体效能之间存在适度正相关。此外，结果显示，根据学校成绩得分的评估指标部分，教师的集体教师效能与学生成绩之间存在适度正相关。

著录项

  • 作者

    Pujol, Patrice Bourgeois.;

  • 作者单位

    Southeastern Louisiana University.;

  • 授予单位 Southeastern Louisiana University.;
  • 学科 Education Leadership.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 163 p.
  • 总页数 163
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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