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Teachers Self Reported Sense Of Efficacy And Its Relationship To Teachers Perceptions Of Principal Leadership And School Climate
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Book Synopsis Teachers' Self Reported Sense of Efficacy and Its Relationship to Teachers' Perceptions of Principal Leadership and School Climate by : Joel Phillip Shawn
Download or read book Teachers' Self Reported Sense of Efficacy and Its Relationship to Teachers' Perceptions of Principal Leadership and School Climate written by Joel Phillip Shawn and published by . This book was released on 1993 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Correlating Principals' Self-efficacy Ratings with Ratings of Their Efficacy by Their Teachers by : Wendell Lynn Campbell
Download or read book Correlating Principals' Self-efficacy Ratings with Ratings of Their Efficacy by Their Teachers written by Wendell Lynn Campbell and published by . This book was released on 2012 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals' perceptions of their leadership efficacy play an important role in the success of the buildings they lead. This study was designed to contribute to the body of educational leadership literature pertaining to principal self-efficacy (PSE), thus informing principals and central office administrators of the importance of PSE. Thus far, research dealing with principal self-efficacy (PSE) has relied heavily on self-reporting. Therefore, the first research question explored the relationship between self-reported PSE ratings and the principals' efficacy ratings and predicted PSE by their teachers. The second research question explored whether or not there is any value in enhancing PSE across the three leadership realms explored: instructional, managerial, and moral leadership tasks. The Principal Sense of Efficacy Scale (PSES), an instrument developed by Tschannen-Moran and Gareis (2004) to measure principals' self-reported leadership efficacy, was administered to a stratified random sample of principals and teachers across the state of Ohio. Demographic variables of race, gender, building level, district typology, and years of service, overall and in current position, were collected. Performance Index (PI) and school building student enrollment data were also collected. Results were analyzed using SPSS Version 18 to compute descriptive and inferential statistics. Significant findings and implications for educational leaders were discussed.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions, School Climate and Principals' Self-reported Leadership Styles Based on Three Empirical Measures of Perceived Leadership by : Augustus J. Massaro
Download or read book Teachers' Perceptions, School Climate and Principals' Self-reported Leadership Styles Based on Three Empirical Measures of Perceived Leadership written by Augustus J. Massaro and published by . This book was released on 2000 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationship Between Elementary School Teachers' Perceptions of Principal Leadership and School Climate by : Sandra Yuvett LaRoche
Download or read book An Analysis of the Relationship Between Elementary School Teachers' Perceptions of Principal Leadership and School Climate written by Sandra Yuvett LaRoche and published by . This book was released on 2014 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between principal leadership style and climate as perceived by teachers. Eleven elementary schools and 275 teachers participated in this study. The Leadership Practices Inventory (LPI) assessed teachers' perceptions of principals' leadership styles. The Organizational Climate Description Questionnaire - Revised Elementary (OCDQ-RE) obtained climate data, measured as Open, Closed, Disengaged, and Engaged. Demographic data consisted of five categories: (a) Gender, (b) Years teaching, (c) Years with current principal, (d) Level of Education, and (e) SES and Star rating of each school. An analysis, utilizing Pearson's r correlations, indicated relationships existed between the five LPI and the six OCDQ-RE subscales for principal and teacher behavior. When teachers perceived exemplary principal behaviors, their perception of Collegial and Supportive climate indicators were very high and Disengagement low. Conversely, when teachers perceived low principal behaviors, their perceptions of Collegiality were low with high Restrictive climate indicators and high Disengagement. An analysis, utilizing MANOVA, indicated teachers who spent zero to two years with the principal or spent greater than six years with the principal perceived their principals in a similar manner. Teachers who spent three to five years with the principal scored the principal lower. An analysis of the SES and Star rating of the school indicated teachers from high SES schools with satisfactory achievement scored their principals higher than teachers from high SES schools with high achievement on four LPI subscales and one OCDQ-RE subscale. Findings support the proposition for continued research in the area of school climate and principal leadership.
Book Synopsis An Investigation of the Relationships Between Teachers' Perceptions of Their Schools' Climate and the Nature of Their Principals' Self-reported Instructional Leadership by : Judith A. Allton
Download or read book An Investigation of the Relationships Between Teachers' Perceptions of Their Schools' Climate and the Nature of Their Principals' Self-reported Instructional Leadership written by Judith A. Allton and published by . This book was released on 1995 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools by : Susan E. Elliott
Download or read book The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools written by Susan E. Elliott and published by . This book was released on 2000 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationships Between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate by : Janet Lynn Pulleyn
Download or read book The Relationships Between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate written by Janet Lynn Pulleyn and published by . This book was released on 2012 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district participated in the study. Teachers also responded to five demographic questions pertaining to gender, age, years of teaching experience, length of time with principal, and level of education. The findings indicated that the subscales of the LPI were inter-correlated while the subscales of the OCDQ-RM were independent. Male teachers tended to perceive principals as being more restrictive than did female teachers. The data indicated that there were differences in perceptions of teachers based upon length in the profession. Teachers' perceptions of principal leadership behaviors were related to their perceptions of school climate. High scores on the LPI, as perceived by teachers, suggested that teachers perceived the school climate to be open. Conversely, low scores on the LPI, as perceived by teachers, indicated a closed school climate. In addition, the study indicated that beginning teachers did not feel open or have professional interactions with veteran teachers. In general, the teachers perceived principal behavior to be influential on school climate.
Book Synopsis Elementary Teachers' Perceptions on the Influence of Principals' Behaviors and Actions on School Culture, School Climate, and Teacher Self-efficacy by : Natalie R. Neopolitano-Salmon
Download or read book Elementary Teachers' Perceptions on the Influence of Principals' Behaviors and Actions on School Culture, School Climate, and Teacher Self-efficacy written by Natalie R. Neopolitano-Salmon and published by . This book was released on 2019 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.
Book Synopsis Principal Self-efficacy and School Climate by : Sundie K. Dahlkamp
Download or read book Principal Self-efficacy and School Climate written by Sundie K. Dahlkamp and published by . This book was released on 2013 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships of principal self-efficacy, school climate, and teacher retention. Survey data was collected from a sample of 11 principals and their teachers from the 2011-2012 year from school district located in the southeastern part of Texas. The Principal Sense of Efficacy Scale (PSES), developed by Tschannen-Moran and Gareis (2041), was used to determine the level of self-efficacy reported by principals and the Organizational Climate Index (OCI), developed by Hoy, Smith, and Sweetland (2002) was used to determine the school climate as seen by teachers on those same campuses. An open-ended survey question was added to the OCI for all teachers who indicated they left their campus at the end of the 2011-2012 year. Quantitative data was analyzed using hierarchical linear modeling (HLM). A thematic coding analysis was used to evaluate the qualitative data. Quantitative results indicated no direct relationship between the three constructs as a whole. However, there was a statistically significant relationship between teacher retention and institutional vulnerability. This is the subset of the OCI measuring the extent to which the school is susceptible to vocal parent and citizen groups. The qualitative analysis indicated a relationship exited between principal self-efficacy, school climate, and teacher retention. Specifically it mirrored the quantitative data in that several responses included they left their campus due to negative impact from parents and the community.
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.
Book Synopsis Teachers' Perceptions of the Relationships Between Elementary School Climate and Principal Leadership Style by : Deborah Mobley
Download or read book Teachers' Perceptions of the Relationships Between Elementary School Climate and Principal Leadership Style written by Deborah Mobley and published by . This book was released on 2004 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Leadership and Teacher Efficacy by : April M. Guenzler
Download or read book Teacher Leadership and Teacher Efficacy written by April M. Guenzler and published by . This book was released on 2016 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to identify correlations between constructs of teacher leadership, teacher efficacy, and teacher evaluation. Teacher perceptual data of support of teacher leadership, perceptual data on personal teacher efficacy, and teacher self-reported scores from the North Carolina Educator Evaluation System were gathered. -- The relationships between teacher perceptual data, evaluation scores, and demographic variables were investigated through an explanatory, quantitative research design. Items from selected elements of the Teacher Leader School Survey (Katzenmeyer & Katzenmeyer, 2005) and the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) were aligned with the study’s conceptual model and used in the survey. Data were compiled through online survey collection and were analyzed using SPSS software. -- Results indicated strong positive correlations exist between teacher perceptions of support for teacher leadership in their school (school culture of recognition and autonomy), teacher efficacy of teaching and learning (instructional strategies and student engagement), teacher leadership scores (teacher personal leadership performance in and outside of their school), and teacher effectiveness (student growth) scores. -- Strong positive correlations between teachers’ years of experience and level of academic attainment were also revealed. Career-level teachers were more efficacious, had higher perceptions of teacher leadership, and had higher scores of effectiveness. Doctorate-level teachers were also more efficacious and had higher perceptions of teacher leadership. Teachers with advanced degrees (master’s and doctorate) also had higher performance scores of teacher leadership.
Book Synopsis The Relationships Between School Climate, Teacher Efficacy, and Teacher Beliefs by : Paige Lacks
Download or read book The Relationships Between School Climate, Teacher Efficacy, and Teacher Beliefs written by Paige Lacks and published by . This book was released on 2016 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the relationship between school climate, teacher self-efficacy, and teacher beliefs. Teachers at two middle schools in rural southern Virginia participated in the study. Middle school teachers were surveyed using the School Climate Index to collect information about teacher-perceived views on their school’s climate and the Teacher Sense of Efficacy Scale to gather information about teacher self-efficacy. Pearson Product-Moment Correlations were used to measure the relationship between school climate and teacher self-efficacy as well as teacher self-efficacy and four teacher-perceived climate factors, including collegial leadership, teacher professionalism, academic press, and community engagement. Data analysis did not provide evidence of a significant relationship between school climate and teacher self-efficacy. A positive correlation, however, was found in the relationship between teacher self-efficacy and community engagement. Recommendations for future research include replicating this study in elementary and high schools as well as in schools with different demographics, populations, and accreditation statuses to determine generalizations about school climate and teacher self-efficacy.
Book Synopsis The Relationship Between the Supportive Principal Behavior Dimension and Teachers’ Perceptions of Self-efficacy in Rural Schools by : Elizabeth Holliday Lackey
Download or read book The Relationship Between the Supportive Principal Behavior Dimension and Teachers’ Perceptions of Self-efficacy in Rural Schools written by Elizabeth Holliday Lackey and published by . This book was released on 2019 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher focused on the principal behavior dimensions that principals exhibited in interactions with staff members and the relationship those behaviors had on teachers’ sense of self-efficacy in rural schools. In this study, the researcher surveyed 96 rural elementary school teachers in a southeastern state to examine the relationship between the principal behavior dimensions using the Organizational Climate Description Questionnaire-Revised for Elementary Schools and teachers’ sense of self-efficacy using the Teacher Sense of Efficacy Scale. The researcher used a Pearson r to analyze the results of three research questions related to the relationship between the supportive principal behavior dimensions and teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management. The researcher identified that the supportive principal behavior dimensions indicated a significant relationship with teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
