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Exploring The Influence Of Teacher Collaboration On Teacher Self Efficacy
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Book Synopsis Exploring the Influence of Teacher Collaboration on Teacher Self-efficacy by : Brian David McGuire
Download or read book Exploring the Influence of Teacher Collaboration on Teacher Self-efficacy written by Brian David McGuire and published by . This book was released on 2011 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers who work in isolation may experience low self-efficacy. Research shows an association between high self-efficacy and positive outcomes for teachers, such as teacher longevity and higher instructional effectiveness. While some studies have suggested that a collaborative teaching environment can decrease teacher attrition and increase student achievement, little is known about how collaboration impacts teaching self-efficacy. The purpose of this qualitative single case study was to describe teacher perceptions about the impact of teacher collaboration on teacher self-efficacy at a charter high school. Bandura's self-efficacy theory formed the conceptual framework for the study. Using teacher interviews, observations and documents related to teacher collaboration, this study investigated the experiences and perceptions of six teachers. Data were analyzed using line-by-line coding, incident-by-incident coding, category construction, and explanation building to discover patterns, themes, and relationships related to Bandura's four sources of efficacy development. The key finding was that with administrative support, student-centered teacher collaboration resulted in an increase in teaching self-efficacy. A key recommendation is for school leaders to provide time for teachers to engage in student-centered collaborative efforts. Implications for social change include fostering instructional collaboration that can result in more increased teacher effectiveness and improved student academic achievement.
Book Synopsis Self-Efficacy in Action by : Freddie A. Bowles
Download or read book Self-Efficacy in Action written by Freddie A. Bowles and published by Rowman & Littlefield. This book was released on 2017-01-23 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-efficacy, according to Bandura (1977), is defined as “beliefs in ones capabilities to organize and execute the courses of action required to produce given attainments.” Applying Bandura’s essential theory, this captivating book provides a practitioner-friendly overview of the concepts, vocabulary, practices, and contexts related to teacher self-efficacy. The members of the Association of Teacher Educators’ Commission on Self-Efficacy share their knowledge and expertise written as case studies for readers to become more aware of teacher self-efficacy. Self-Efficacy in Actionengages readers in the meaningful discussions of practices and purposes of teacher self-efficacy to advance professionalism. The combination of vignettes, content, discussion questions, and resources guide and support educators and teacher candidates to appreciate the benefits of professional growth and development focused on enhancing self-efficacy for the benefit of student learning and achievement.
Book Synopsis Exploring Language Teacher Efficacy in Japan by : Gene Thompson
Download or read book Exploring Language Teacher Efficacy in Japan written by Gene Thompson and published by Multilingual Matters. This book was released on 2020-05-14 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.
Book Synopsis Teacher Learning That Matters by : Mary Kooy
Download or read book Teacher Learning That Matters written by Mary Kooy and published by Routledge. This book was released on 2012-02-27 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.
Book Synopsis Exploring Teacher Efficacy by : Maureen Lacey Lantner
Download or read book Exploring Teacher Efficacy written by Maureen Lacey Lantner and published by . This book was released on 2003 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Collaboration as Professional Development in a Large, Suburban High School by : Marlie L. Williams
Download or read book Teacher Collaboration as Professional Development in a Large, Suburban High School written by Marlie L. Williams and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the impact of teacher collaboration in a professional learning communities (PLC) school on teacher self-efficacy. Through the collection and analysis of personal interview data from 20 teachers in a large, suburban Midwestern high school, the impact of structured teacher collaboration was evaluated for its impact on changes in teachers' instructional practices, their feelings of responsibility for student learning, positive adult interdependence, and changes in teacher self-efficacy. Experts in educational professional development identify the importance of sustained, collegial learning. This study explored the structure of one high school's professional collaboration model, the measures in place for goal-setting, action research, implementation of instructional strategies, and reflection and evaluation of strategy success. Qualitative data were collected through personal interviews from 20 participants of varying levels of teaching experience, with participants representing content areas. Data from these interviews was organized and shared as it related to each of three common themes that emerged during data analysis: collaboratively developed mission, vision, values, and goals; the positive interdependence of teachers; and a focus on continuous improvement. Data from each of these themes are shared separately. An in-depth look at teacher perceptions, including an explanation of the school's collaborative professional learning structure is provided. The findings of this qualitative study demonstrated a structured approach to teacher collaboration with a focus on student learning outcomes is necessary to note gains in teacher self-efficacy. The data also revealed that a system of shared leadership increased the efficiency of the collaboration model in this school's PLC structure.
Book Synopsis Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education by : Cheryl J. Craig
Download or read book Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education written by Cheryl J. Craig and published by Springer Nature. This book was released on 2022-12-10 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the concept of the "best-loved self" in teaching and teacher education, asserting that the best-loved self is foundational to the development of teacher identity, growth in context, and learning in community. Drawing on the work of Joseph Schwab, who was the first to name the "best-loved self," the editors and their contributors extend this knowledge further through the collaboration of their group of teacher educators, known as the Faculty Academy, who have been involved in examining teacher education for over two decades.
Book Synopsis Teachers Who Thrive by : David Grambow
Download or read book Teachers Who Thrive written by David Grambow and published by Rowman & Littlefield. This book was released on 2022-07-26 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: To thrive is to continually grow and flourish. Thriving in our current educational landscape is exceedingly challenging. Teachers are facing unprecedented demands and expected to do more with less. Why do some teachers thrive throughout their teaching careers while others succumb to the ever-changing pressures of the job? Why do some teachers embrace the challenges in their schools as opportunities while others begin to experience symptoms of burnout in as little as five years? The answer, in large part, is teacher self-efficacy. This book serves as a travel guide for teachers to grow their self-efficacy and thrive. Teachers require different supports and opportunities as they progress through their career. Teachers and those who support teachers can use this book to illuminate their path to ever increasing levels of self-efficacy throughout their career. They will learn about the four domains of teacher self-efficacy including instruction, engagement, classroom community, and self-care efficacy. Furthermore, they will explore the Five Thrive Factors that contribute to self-efficacy development including self-reflection, feedback, collaboration, inclusion, and student relationships. Thriving teachers access all of these factors but the way they employ these factors evolves as they gain experience. They will learn how refining their focus on students and expanding their influence can fuel their self-efficacy development. Readers will personalize their journey by completing two inventories that will provide a Thriving Teacher Profile describing their affinities and skills related to the factors and domains described in the book. All teachers deserve a long and rewarding career. Teachers Who Thrive can help us all realize this goal that is more important than ever.
Book Synopsis Teacher Collaboration as Professional Development in a Large, SuburbanHigh School by : Marlie L. Williams
Download or read book Teacher Collaboration as Professional Development in a Large, SuburbanHigh School written by Marlie L. Williams and published by . This book was released on 2010 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the impact of teacher collaboration in a professional learning communities (plc) school on teacher self-efficacy. Through the collection and analysis of personal interview data from 20 teachers in a large, suburban Midwestern high school, the impact of structured teacher collaboration was evaluated for its impact on changes in teachers' instructional practices, their feelings of responsibility for student learning, positive adult interdependence, and changes in teacher self-efficacy. Experts in educational professional development identify the importance of sustained, collegial learning. This study explored the structure of one high school's professional collaboration model, the measures in place for goal-setting, action research, implementation of instructional strategies, and reflection and evaluation of strategy success. Qualitative data were collected through personal interviews from 20 participants of varying levels of teaching experience, with participants representing content areas. Data from these interviews was organized and shared as it related to each of three common themes that emerged during data analysis: collaboratively developed mission, vision, values, and goals; the positive interdependence of teachers; and a focus on continuous improvement. Data from each of these themes are shared separately. An in-depth look at teacher perceptions, including an explanation of the school's collaborative professional learning structure is provided. The findings of this qualitative study demonstrated a structured approach to teacher collaboration with a focus on student learning outcomes is necessary to note gains in teacher self-efficacy. The data also revealed that a system of shared leadership increased the efficiency of the collaboration model in this school's plc structure. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Book Synopsis Collective Efficacy by : Jenni Donohoo
Download or read book Collective Efficacy written by Jenni Donohoo and published by Corwin Press. This book was released on 2016-10-21 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve student outcomes with collective teacher efficacy. Is your school climate promoting meaningful change? Recent research suggests that Collective Efficacy (CE) is the number one factor influencing student achievement. CE—the belief that, through collective actions, educators can influence student outcomes and improve student learning—is changing the educational ecosystem. A faculty with high Collective Efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols that promote CE If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. Help teachers develop mastery and CE by employing these key strategies. "Acclaimed staff developer and experienced educational consultant Jennifer Donohoo puts the sword to the mistaken idea that the best way to improve teaching is by evaluating individuals. Donohoo takes an old idea—collective efficacy—strengthens it with a rigorous research base, and brings it alive through her countless observations of teachers′ practice. Collective Efficacy is about the overwhelming power that teachers have to improve student learning and achievement when they work together, explore every avenue open to them, and persist relentlessly once they have found the best ways forward. This book will turn many people′s assumptions about how best to improve student achievement on their head. Probably one of the very best education books of the year." Andy Hargreaves, Brennan Chair in Education Boston College
Book Synopsis Restructuring Schools for Collaboration by : Diana G. Pounder
Download or read book Restructuring Schools for Collaboration written by Diana G. Pounder and published by State University of New York Press. This book was released on 1998-03-19 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a more comprehensive discussion of collaborative school efforts than any other single source currently available. Specifically, multiple disciplinary perspectives are presented, addressing the complexity or "promises and pitfalls" of school collaboration efforts. The book is organized in terms of major considerations in school collaboration initiatives—the organizational structure; the change process; inter-agency and intra-school collaborative efforts; and implications for instruction, leadership, and leadership preparation. Also, the book informs the design of educator preparation programs emphasizing collaborative schools and cross-disciplinary teaching. The chapters address many issues regarding school collaboration, such as which organizational structures will enhance collaborative efforts; which change processes are important in building school collaboration; the costs (in effort, energy, time, or other resources) of collaborating with other external agencies; how teachers' work can be redesigned to enhance collaboration between teachers and the anticipated outcomes for teachers and students; how educators can overcome their separate role socializations to build collaborative work relationships within schools; and the implications of school collaboration for teaching and learning, school leadership, and leadership preparation. The closing chapter offers five synthesizing issues or dilemmas for school collaboration.
Book Synopsis The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy by : Coryn Elizabeth Prince
Download or read book The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy written by Coryn Elizabeth Prince and published by . This book was released on 2018 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, professional learning, teacher collaboration, and teacher self-efficacy yielded the discovery that collaborative practices can be used to improve a school and/or district or used to enhance positive practices that already occur. This study adds to the body of research as it develops the area of teacher efficacy and influence of PLCs. Using the coding software, NVivo, focus group data were coded into themes and further comparisons were made with categories derived and saturated until conclusions were drawn. The data show teacher self-efficacy increases as a result of PLCs when teachers are able to experience positive feedback from teammates, shared leadership, trust and honesty, and a freedom to fail. For those teachers who are not on a campus where PLCs are present, the data suggest they created their own PLCs as the need arose. These teachers experienced all of the same benefits of those teachers on a campus where a formal PLC structure exited; however, their stress level was higher.
Book Synopsis Impact of Teacher Leadership on Teacher Self-efficacy by : Ateeqa S. Arain
Download or read book Impact of Teacher Leadership on Teacher Self-efficacy written by Ateeqa S. Arain and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Being a teacher leader involves teachers understanding and believing in their ability to influence and lead change, which requires teachers to be self-efficacious. Teacher self-efficacy is an important catalyst for the development of students and schools. This paper explored the connection between teacher leadership and teacher self-efficacy, to highlight the importance of developing teacher leadership to improve the education system. I used previously conducted research and one-on-one interviews with teachers to gather data. An analysis of the interviews indicated that teacher leadership supports teachers beyond the classroom, nurtures collaboration and according to the participants it has the capacity to build teacher self-efficacy. It can also be concluded that both concepts bolster each other and collectively impact teacher practice and thus student achievement. Although there are limitations to this study, it forms the basis for understanding teacher leadership and how it supports teachers' beliefs of their own practice.
Book Synopsis Examining Factors that Influence Teachers' Self-efficacy and Teacher-student Interactions by : Janine Lynn Weiss
Download or read book Examining Factors that Influence Teachers' Self-efficacy and Teacher-student Interactions written by Janine Lynn Weiss and published by . This book was released on 2017 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored elementary teachers' perceptions of what factors impact teacher self-efficacy and teacher-student interactions. Instruments used in this study include a researcher-designed survey, consisting of selected-response, Likert scale, and open-ended questions. Individual interviews with participants were also conducted. Forty-nine elementary teachers in two Pennsylvania school districts completed the selected-response and Likert scale questions, while 47 of the teachers completed the open-ended response questions. Thirteen of the 49 teachers participated in individual interviews. Findings from teachers in both Title I and non-Title I public schools were collected and analyzed to produce the data. The results of the study identified building principals, parents, professional development, accessibility to resources, and time for collegial collaboration as having influenced teacher self-efficacy. Impediments to the development of teacher self-efficacy include a lack of support and trust from the principal and parents, poor professional development, and a lack of resources or adequate time for collegial collaboration. Additional findings identified student motivation, demonstration of preferable academic attributes, mutual trust between teacher and student, and teachers' attitude as impacting teacher-student interactions. Hindrances to positive teacher-student interactions include inappropriate student behaviors, lack of home-based resources, poor student engagement, lack of mutual trust, and teachers' attitude. While students' social capital was identified as a factor for non-Title I teachers, it had very little impact on Title I teachers. Title I teachers, however, demonstrated that students' academic attributes affect their teacher-student relationship, but non-Title I teachers indicated no impact.
Download or read book Visible Learning written by John Hattie and published by Routledge. This book was released on 2008-11-19 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Book Synopsis Asia-Pacific Perspectives on Teacher Self-Efficacy by : Susanne Garvis
Download or read book Asia-Pacific Perspectives on Teacher Self-Efficacy written by Susanne Garvis and published by Springer. This book was released on 2016-07-15 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries. All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.
Book Synopsis Balanced Leadership by : Sheryl Boris-Schacter
Download or read book Balanced Leadership written by Sheryl Boris-Schacter and published by Teachers College Press. This book was released on 2006 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.
