Bibliographic Details
| Title: |
Teacher Self and Collective Efficacy: The Effects of School Labels and the Influence of School Administrators |
| Language: |
English |
| Authors: |
Wells, Lauren Louise |
| Source: |
ProQuest LLC. 2018Ph.D. Dissertation, Oakland University. |
| Availability: |
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: |
N |
| Page Count: |
155 |
| Publication Date: |
2018 |
| Document Type: |
Dissertations/Theses - Doctoral Dissertations |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Academic Achievement, Self Efficacy, Accountability, Reputation, Institutional Evaluation, Correlation, Low Achievement, Teacher Leadership, Teacher Attitudes, Teacher Surveys, Teacher Student Relationship, Peer Relationship, Instructional Leadership, Educational Resources, Educational Legislation, Federal Aid, Federal Programs, Federal Legislation, School Effectiveness, Comparative Analysis, Teacher Administrator Relationship, School Administration, Elementary Secondary Education |
| Laws, Policies and Program Identifiers: |
Race to the Top, No Child Left Behind Act 2001 |
| Abstract: |
The No Child Left Behind Act (NCLB) of 2002 emphasized holding schools accountable for student achievement and academic growth. Accountability was a continued focus as President Obama offered states Race to the Top funding if they included, among other changes, a focus on accountability and identifying low achieving schools. One Midwestern state made those changes and began ranking schools according to student achievement. Reviewed literature finds positive correlations between teacher self and collective efficacy and student achievement. Additional research identifies leadership actions that influence teacher self and collective efficacy. This study examines how the school label of "low-achieving" (versus non-low achieving) affect teachers' self- and collective efficacy as well as the leadership actions that are present in labeled schools. A quantitative study using survey data from teachers at low-achieving and non-low achieving schools revealed supported past research on teacher efficacy and shed light on teachers' feelings about their colleagues, students, available resources, and leadership actions. [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.] |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Access URL: |
https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810422 |
| Accession Number: |
ED601642 |
| Database: |
ERIC |
