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A Study Of Novice Teachers Perceptions Of Self Efficacy And The Influence Of School Leadership
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Book Synopsis A Study of Novice Teachers' Perceptions of Self-efficacy and the Influence of School Leadership by : Tracy Zambelli
Download or read book A Study of Novice Teachers' Perceptions of Self-efficacy and the Influence of School Leadership written by Tracy Zambelli and published by . This book was released on 2019 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How do appreciative leadership behaviors influence novice middle school teachers' self efficacy? by : Zachary W. Fuller
Download or read book How do appreciative leadership behaviors influence novice middle school teachers' self efficacy? written by Zachary W. Fuller and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Novice middle school teachers face a myriad of challenges including struggles with classroom management, curriculum, and personal relationships. High levels of self-efficacy have been shown to mitigate the effects of the challenges facing novice teachers. The behavior of school principals plays a modest but measurable role in developing a high sense of self-efficacy in teachers. The purpose of this study was to explore the current state of participant novice middle school teachers with two variables: self-efficacy and their perceptions of their principals’ behavior according to the appreciative leadership characteristics. This study seeks to determine the strength and direction of any correlation between the two variables. Novice middle school teachers were surveyed using the Teacher Sense of Efficacy Scale (TSES) to determine their perceptions of self-efficacy and open-ended, qualitative questions to determine their perceptions of principals’ appreciative leadership behaviors. Qualitative responses were quantified by tallying the appreciative leadership behaviors noted by the novice middle school teachers, and a Spearman’s Rank Order Analysis performed to determine what if any correlation exists between the two variables of teacher efficacy beliefs and the appreciative leadership behaviors. Finally, Spearman’s Rank Order analysis produced a correlation coefficient of 0.13, indicating a small positive correlation between the two variables. While new teachers reported high levels of self-efficacy, many of their narrative comments implied that superficial and formalized contact displayed by their principals were not Appreciative Leadership behavior. The results indicated a possible need for principals to set aside time to build appreciative relationships with their novice middle school teachers. The findings also indicated a need for principals to realize that helping novice teachers develop a sense of efficacy related to their work in the classroom was an explicit facet of their work.
Book Synopsis The Influence of Social Support on Teacher Self-efficacy in Novice Agricultural Education Teachers by : Debra S. Korte
Download or read book The Influence of Social Support on Teacher Self-efficacy in Novice Agricultural Education Teachers written by Debra S. Korte and published by . This book was released on 2017 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher self-efficacy affects student achievement, job satisfaction, and teacher retention. Although the benefits of social support have been extensively studied in medicine and psychology, limited research has been completed in education to evaluate the ways in which social support influences teacher self-efficacy. The purpose of this descriptive-relational study was to determine the influence of sources and types of support on teacher self-efficacy in novice agricultural education teachers. The target population was novice teachers of agriculture from Illinois (n = 192) and Indiana (n = 104). Teachers' perceptions of support from three non-school sources (e.g., spouse or partner, family, friends) and six school sources (e.g., administrators, teachers at school, teachers in FFA section or district, students, parents, community) of support within three support constructs were used to predict the contribution of social support on teacher self-efficacy. Novice agricultural education teachers' perceptions of support from school sources -- predominantly students and community -- explained 25.3% of the variance in teacher self-efficacy. Whereas mastery experiences are widely recognized as the primary source of self-efficacy, the results from this study imply the support (i.e., verbal or social persuasion) novice agricultural education teachers perceive from students and community are the most significant predictors of teacher self-efficacy. These findings advocate the need for novice teachers of agriculture to develop quality relationships with students and community members to increase teacher self-efficacy and potentially improve teacher retention.
Book Synopsis Novice Teachers' Self-efficacy and Instructional Practice by : Kimberly Tew
Download or read book Novice Teachers' Self-efficacy and Instructional Practice written by Kimberly Tew and published by . This book was released on 2017 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing instructional competence and self-efficacy--as with mastery of any occupation--may take years of practice. However, most districts only offer one year of induction support (Ingersoll & Kralik, 2004). Multi-year induction programs--and studies about how these multi-year programs might influence self-efficacy and instruction--are extremely rare. I serve as an administrator in a New Jersey district with a four-year induction program. The purpose of this qualitative evaluation case study was to consult the district's second, third, and fourth-year teachers to explore their perceptions of the multi-year induction program and how they felt it influenced their self-efficacy and instructional practice. The research question guiding the study was: From a novice teacher's perspective, in what ways does the multi-year induction program in the Robbinsville School District contribute each year to changes in his/her self-efficacy and instructional practice? Data collection included focus groups and anonymous surveys for each cohort of teachers as well as professional development evaluation forms to compare how each year of induction might have influenced teachers' perception of their self-efficacy and instructional practice. Five themes related to the contribution of the multi-year program were identified. First, participating in the multi-year program communicated to teachers that mastery developed over time. Second, having multiple years to refine their instructional practice enabled teachers to feel more comfortable taking risks with instructional strategies and teacher leadership. Third, the program helped novices to develop instructional strategies as they progressed through each year of the program. Fourth, the induction process encouraged novices to "bridge the divide" and build relationships with fellow cohort members, veteran colleagues, and administrators. Finally, inducted novices routinely sought vicarious experiences to improve their instruction and self-efficacy. Suggestions for improvement included providing more choice in professional development, helping administrators and mentors become more aware of novices' needs, and offering additional opportunities for vicarious learning. Study participants consistently reported that the four-year program, though it required more responsibilities than a traditional one-year program, positively influenced their self-efficacy and instructional practice each year. Findings from this study will provide insight on how to improve the design and implementation of this, and possibly other, multi-year induction programs.
Book Synopsis JSL Vol 27-N2 by : JOURNAL OF SCHOOL LEADERSHIP
Download or read book JSL Vol 27-N2 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2017-06-16 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: JSL invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative; empirical vs. conceptual; discipline-based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and global implications of their work. The journal’s goal is to clearly communicate with a diverse audience including both school-based and university-based educators. The journal embraces a board conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts, but also in manuscripts that inquire about teacher, student, parent, and community leadership.
Book Synopsis How Do Reflective Conversations Between a Principal and a Teacher Promote Teachers' Perceptions of Self-efficacy? by : Cheryl Ann Shaffer
Download or read book How Do Reflective Conversations Between a Principal and a Teacher Promote Teachers' Perceptions of Self-efficacy? written by Cheryl Ann Shaffer and published by . This book was released on 2013 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: John Gould.
Book Synopsis Exploring the Relationship Between Instruction and Student Perceptions of Self-efficacy and Student Science Identity in Black and Latino Science Students by : Yolette Wright
Download or read book Exploring the Relationship Between Instruction and Student Perceptions of Self-efficacy and Student Science Identity in Black and Latino Science Students written by Yolette Wright and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to determine the relationship between Black and Latino high school science students' perceptions of instruction and science identity and to determine if this relationship is mediated by student perceptions of self-efficacy. A second goal of this study was to determine if there is a relationship between the science teacher's years of experience and the students' perceptions of instruction, perceptions of self-efficacy, and science identity. Study participants included 204 Black and Latino high school science students from a suburban high school and their science teachers. The Student Perception of Classroom Quality Scale was used to measure student perceptions of instruction. Student science identity was measured using an affinity index while the General Self Efficacy Scale was administered to measure students' self-efficacy. The Teachers' Sense of Self-Efficacy Scale measured teacher self-efficacy and the Student Centered Learning Questionnaire for Teachers, 2016 measured teacher instruction. A hierarchical multiple regression analysis was used to determine the relationships between student perceptions of instruction, student perceptions of self-efficacy, and student science identity, as well as the mediation effect of self-efficacy. Significant relationships were found between perceptions of instruction, perceptions of self-efficacy, and science identity. Self-efficacy was found to be a significant mediator of the relationship between student perception of instruction and science identity. No significant relationships were found between teacher self-efficacy or teacher instructionalmethod and student variables. However, a Multivariate Analysis of Variance (MANOVA) revealed that students who had more experienced teachers tended to have greater perceptions of instruction, perceptions of self-efficacy and science identity. These results reinforce the importance of instructional appeal in science. In order to promote self-efficacy and therefore science identity in students of color, science instruction should include choice, be relevant to the students, and also be challenging. The results also emphasize the importance of supporting novice teachers as they develop their teaching competencies in order to help them develop instruction which students find appealing.
Book Synopsis Teachers' Perceptions of Their Self-efficacy and Effects of Principal Leadership Practices on Self-efficacy Beliefs in Low and High-performing Elementary Schools in South Carolina by : Monica L. Simmons
Download or read book Teachers' Perceptions of Their Self-efficacy and Effects of Principal Leadership Practices on Self-efficacy Beliefs in Low and High-performing Elementary Schools in South Carolina written by Monica L. Simmons and published by . This book was released on 2013 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School To Work written by David Stern and published by Routledge. This book was released on 2012-10-12 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: An in-depth investigation into career-related programmes in American secondary schools and two-year further education colleges is given in this book. In addition to reviewing evidence on the effectiveness of vocational coursework, the authors analyse programmes involving students who study and work simultaneously, including co-operative education, youth apprenticeship and school-based enterprise.; Chapters deal with the problems encountered in the school-to-work transition: the preparation necessary not only for this transition but for changes encountered when jobs end abruptly, and issues covered include combining school-based and work-based learning and teaching and linking secondary with post- secondary education. Research on programmes involving students simultaneously working and at school, including non-school-supervised employment is also covered, as is co-operative education, which places students in jobs related to their fields of study. The traditional elements of post-school education and training are discussed together with an investigation into newer approaches including career academics and career magnet schools and programmes bridging secondary and post secondary education. Additionally, selected studies of programmes for out- of-school youth are reviewed.; To conclude, the authors consider new school-to-work systems and whether specially designed programmes for the "non-college-bound" students would be stigmatised as second best, or if an alternative programme could maintain an option for students to attend four year colleges and universities, the latter making the design and operation of school-to-work systems more difficult. Of interest to administrators, teachers, policy makers, analysts and employers, the findings in this book will shed light on the viability of new school-to- work initiatives currently being implemented in the UK, Europe and USA.
Book Synopsis Teachers as Professional Learners by : Ellen Larsen
Download or read book Teachers as Professional Learners written by Ellen Larsen and published by Springer Nature. This book was released on 2021-01-19 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.
Book Synopsis Perceptions of the Impact of School Leadership on Teacher Efficacy by : Clifton B. Beaver
Download or read book Perceptions of the Impact of School Leadership on Teacher Efficacy written by Clifton B. Beaver and published by . This book was released on 2020 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions held by teachers of the impact of school leadership decisions and actions on their feelings of efficacy. Ninety-four public school teachers from five school districts in southeastern Pennsylvania participated in this study. Data were collected with the use of an online questionnaire and also through personal interviews with five randomly selected interested respondents conducted by the researcher. The results suggest that teachers' efficacy beliefs are largely impacted by school factors involving their ability to collaborate with colleagues and establish relationships and build rapport with students. The data suggest that teachers' efficacy beliefs are not largely impacted by school factors such as the supervision process, the provision of curricular or financial resources, nor specific programs such as RTII, MTSS, or school-wide behavior support. Teachers reported that their efficacy is highest when their principals provide opportunities for peer collaboration and allot time for teachers to work together on planning, lesson design, and data analysis. Feelings of efficacy were also reported to be positively impacted when principals recognized teachers with feedback and encouragement for their initiative and attempts at innovation. Study subjects reported that teacher efficacy increased with principals who are consistently honest, open to feedback, inclusive and collaborative with decision making, and interested in their teachers both personally and professionally. As this study was limited to just five school districts, the perceptions reported here may not be generalizable to all public schools. However, the results of this study are widely supported by research and may provide helpful insight to school leaders interested in increasing teacher feelings of efficacy.
Book Synopsis Leadership Efficacy by : Rachel Boren-Hazel
Download or read book Leadership Efficacy written by Rachel Boren-Hazel and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership self-efficacy is an important quality for school principals. In his work, Hattie has stated, “How we think about the impact of what we do is more important than focusing on what we do (Hattie, 2020).” Leadership efficacy, theories of action, and how leaders ensure their actions are aligned with their goals is more important than ever as educators face challenges with teacher shortages and leading in a tumultuous time. Teacher recruitment and retention is a worldwide problem. Teachers are leaving the field. While teachers do not have to validate the beliefs of their leaders, they must carry out the actions at the direction of the leader. This study explored the relationship between leadership self-efficacy, teacher perception and teacher retention.
Book Synopsis Linking Leadership to Student Learning by : Kenneth Leithwood
Download or read book Linking Leadership to Student Learning written by Kenneth Leithwood and published by John Wiley & Sons. This book was released on 2011-12-06 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Linking Leadership to Student Learning Linking Leadership to Student Learning clearly shows how school leadership improves student achievement. The book is based on an ambitious five-year study on educational leadership that was sponsored by The Wallace Foundation. The authors studied 43 districts, across 9 states and 180 elementary, middle, and secondary schools. In this book, Kenneth Leithwood, Karen Seashore Louis, and their colleagues report on what they found. They examined leadership at each organizational level in the school system—classroom, school, district, community, and state. Their comprehensive approach to investigating school leadership offers a balanced understanding of how the structures within which leaders operate shape what they do. The results within will have significant implications for future policy and practice. Praise for Linking Leadership to Student Learning "Kenneth Leithwood and Karen Seashore Louis offer a seminal new contribution to the leadership field. They provide a rich and authoritative evidence base that demonstrates clearly just why school leadership is so important and how it promotes successful student learning." —PAMELA SAMMONS, Ph.D., Professor of Education, Department of Education, University of Oxford, Oxford "This ambitious, groundbreaking, and thought provoking treatment of the link between school leadership and student learning is a testament to the outstanding work of these exemplary scholars. This is a 'must read' for academics and practitioners alike." —MARTHA McCARTHY, President's Professor, Loyola Marymount University, and Chancellor's Professor Emeritus, Indiana University "The question is no longer whether school and district leader's impact student learning, but rather how they do it. The authors provide a convincing answer, one that recognizes the crucial interaction between leader and locality." —DANIEL L. DUKE, Professor of Educational Leadership, University of Virginia
Book Synopsis Novice Elementary Teachers' Self-efficacy for Teaching Science by : Graquetta Banks Harris
Download or read book Novice Elementary Teachers' Self-efficacy for Teaching Science written by Graquetta Banks Harris and published by . This book was released on 2020 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand perceptions of self-efficacy in science pedagogical content knowledge (PCK) for novice elementary school teachers at various elementary schools in central Georgia. Novice elementary school teachers were those traditionally prepared, and self-efficacy was the confidence in science PCK for elementary school teachers. The two theories guiding this study included Bandura’s self-efficacy theory and Shulman’s theory of PCK, as they supported the process of self-efficacy and PCK of novice elementary school teachers. The participants included 15–20 elementary school teachers who completed a traditional teacher preparation program and had fewer than 5 years of teaching experience. The setting was various elementary schools in central Georgia. Data collection followed qualitative procedures and included individual interviews, surveys utilizing the Science Teaching Efficacy Belief Instrument, and a focus group interview. Data analysis included interview transcription, data coding, horizonalization, reduction and elimination, clustering and thematizing, and construction of textural descriptions to give an overview of the teachers’ perceptions. The research resulted in an understanding of the experiences of novice elementary teachers while teaching science content. The findings of this research revealed varied experiences of novice elementary teachers and self-efficacy related to science PCK. Although participants in this study expressed their love of the teaching profession, most of them expressed negative emotions when confronted with teaching science at the elementary level. This negatively impacted their self-efficacy. Further research should focus on a different demographics (gender, race, age) and veteran educators who still may struggle with self-efficacy.
Book Synopsis Exploring Factors that Influence Beginning Teachers' Self-efficacy to Teach in Diverse Classrooms by : Fizza Haider
Download or read book Exploring Factors that Influence Beginning Teachers' Self-efficacy to Teach in Diverse Classrooms written by Fizza Haider and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher self-efficacy for teaching in diverse classrooms is an important factor in the successful implementation of inclusion. Quantitative examinations of teacher self-efficacy have found the construct to be correlated with both contextual and teacher-related factors. In-depth qualitative exploration into type, quality, and nature of experiences that shape teachers' self-efficacy beliefs is scarce. This research aimed to qualitatively examine potential sources of teacher self-efficacy and generate an explanation for the complex growth pattern it follows during the early years of practice. Seventy-eight beginning teachers across Canada (i.e., graduating teacher candidates and new teachers who are in the first three years of their practice) participated in 139 semi-structured interviews conducted over four years to address questions regarding the factors and experiences that influence their self-efficacy or confidence to teach in diverse classrooms. Ten factors which either had a positive or negative connotation emerged from a qualitative content analysis of their interviews. The Positive-Negative Experiences Balance (PNEB) model was conceptualized to understand and represent how these ten factors interactively, simultaneously, and collectively influence the development of beginning teachers' self-efficacy for inclusive practice in the initial years of their careers. Through a comparison of frequency counts of codes, it was noted that beginning teachers differentially relied on experiential factors to enhance their self-efficacy when they were graduating, or were in the first three years of their teaching. The results are discussed in light of the relevant extant research. Implications of these results for teacher education programs and school leadership are also shared.
Book Synopsis TALIS 2013 Results An International Perspective on Teaching and Learning by : OECD
Download or read book TALIS 2013 Results An International Perspective on Teaching and Learning written by OECD and published by OECD Publishing. This book was released on 2014-06-25 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents the results of the second cycle of the TALIS survey conducted in 2013.
Book Synopsis The Relationship Between Teachers' Sense of Efficacy and Perceptions of Principal Instructional Leadership Behaviors in High Poverty Schools by : Tamela Horton
Download or read book The Relationship Between Teachers' Sense of Efficacy and Perceptions of Principal Instructional Leadership Behaviors in High Poverty Schools written by Tamela Horton and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy in high poverty schools. Data on these variables was gathered using the Teachers' Sense of Efficacy Scale (Tschannen-Moran, 2001) and the Principal Instructional Management Rating Scale (Hallinger, 2011). The study also explored the relationship between teacher self-efficacy and years of experience. Hierarchical multiple regression and correlation analysis was used to explore the relationship between the variables. The study found a significant relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy. Of particular note was the repeated observation that the self-efficacy of teachers in high poverty schools can be supported through principal's framing and sharing the campus goals.
