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首页> 外文学位 >Teacher collaboration and collective efficacy in small learning communities (SLC) in urban high schools.
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Teacher collaboration and collective efficacy in small learning communities (SLC) in urban high schools.

机译：城市高中小型学习社区（SLC）中的教师合作和集体效能。

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摘要

Purpose. The purpose of this study was to identify Small Learning Community high school teachers’ perceived levels of collective efficacy as identified by the Teachers’ Sense of Collective Efficacy Scale (TSES) and the correlation to their perception of collaboration as measured by Rosenholtz’s teacher collaboration instruments.;Methodology. The study employed both descriptive and correlative methods to collect descriptive data on teachers’ perceptions about teacher collaboration and collective efficacy. The population for this study comprised high-school teachers in two counties in the state of California implementing Small Learning Communities (SLC) initiatives. The study used two previous instruments: Rosenholtz’s (1989) Social Organization of Schools as Workplace instrument and Goddard and Hoy’s (2000) Teacher Collective Efficacy instrument.;Findings: Overall, teachers seemed to moderately agree with the 33 questions about teacher collaboration to which they responded. In addition, the results seem to suggest that principals have weak social networks with their teachers. Further, the study appeared to suggest a moderate agreement with the overall teacher-efficacy statements to which the high-school teachers responded. While the overall collective-efficacy indices show moderate agreement with the statements rated by the survey participants, the disaggregated data indicated that respondents agreed more with statements related to group competence than they did with statements related to task analysis. The findings indicated that the overall collaboration index was moderately related to the overall collective efficacy index (correlation coefficient of .625).;Conclusions: There appeared to be simultaneous desires for teachers to be independent and interdependent. Also, new teachers’ socialization and induction are predominantly done by their colleagues instead of by principals and other administrators. The study does not appear to support the existence of real collaboration or “joint work,” among small learning communities’ teachers as described by Little (1990a). It was further concluded that the overall collaboration index was moderately related to the overall collective efficacy index. The findings from the present study and the accumulated literature indicated that the traditional characteristics of teachers’ autonomy, norm of privacy, independence and noninterference still exist.;Recommendations. It was recommended that school leaders create and nurture environments where people can talk and reveal things about themselves, and be listened to, but with due respect for individual privacy. They are also to allocate resources not only to train teachers and administrators, but also to develop the supportive structures necessary to foster teacher collaboration. It is also incumbent upon the principals to create school environments in which collaborative cultures can thrive—giving teachers the opportunity to lead, make mistakes, and learn from their mistakes. Further, school leaders must provide organizational structures such as mentoring arrangements and curriculum-planning time to accelerate new teachers’ induction into the school.
机译：目的。这项研究的目的是确定由教师集体效能感量表（TSES）所确定的小型学习社区高中教师的集体效能感水平，以及通过罗森霍尔茨的教师合作工具所衡量的与他们的合作感相关性。 ;方法。该研究采用描述性和相关性方法，收集关于教师对教师协作和集体效能的看法的描述性数据。这项研究的人群包括加利福尼亚州两个县实施小型学习社区（SLC）计划的高中教师。这项研究使用了之前的两种工具：Rosenholtz（1989）作为工作场所的学校社会组织工具和Goddard and Hoy（2000）教师集体效能工具。；发现：总体而言，教师似乎对33个有关教师合作的问题持中等程度的认同。回应。另外，结果似乎表明校长与老师之间的社交网络薄弱。此外，该研究似乎暗示与高中教师回应的总体教师效能陈述适度一致。虽然总体集体效能指数与调查参与者所评价的陈述显示出适度的一致性，但分类数据表明，与小组分析相关的陈述相比，受访者更认同与小组能力相关的陈述。研究结果表明，总体协作指数与总体集体效能指数呈中等程度的相关（相关系数为0.625）。结论：似乎同时存在着对教师独立和相互依赖的渴望。另外，新教师的社交和归纳主要由同事而不是校长和其他管理人员完成。如Little（1990a）所述，该研究似乎不支持在小型学习社区的教师之间存在真正的协作或“联合工作”。进一步得出的结论是，总体协作指数与总体集体效能指数之间存在适度相关。本研究的结果和积累的文献表明，教师自治的传统特征，隐私规范，独立性和不干涉性仍然存在。建议学校领导者创造和培育一个环境，使人们可以交谈和透露有关自己的事情，并能倾听，但要适当尊重个人隐私。他们还不仅要分配资源来培训教师和管理人员，而且还要发展必要的支持性结构以促进教师之间的合作。校长也有责任创造一种可以使协作文化蓬勃发展的学校环境，从而为教师提供领导，犯错误和从错误中学习的机会。此外，学校领导者必须提供诸如指导安排和课程计划时间之类的组织结构，以加快新教师入学的速度。

著录项

  • 作者

    Gyesaw, Stephen.;

  • 作者单位

    University of La Verne.;

  • 授予单位 University of La Verne.;
  • 学科 Education Leadership.;Education Secondary.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 296 p.
  • 总页数 296
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 动物医学（兽医学）;
  • 关键词

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