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.
Download or read book The Impact of Principal Leadership on Teachers Efficacy Perceptions written by Kimberly I. Minor and published by . This book was released on 2012 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of principal leadership characteristics and behaviors on teacher's perceptions of self and collective efficacy at three career stages. Forty-six teachers from six school buildings within a single southeastern Pennsylvania school district participated in the study. Multiple data collection instruments were utilized to provide qualitative data on teacher perceptions of personal and collective efficacy relative to their perceptions of their principal's leadership and their career stage. The researcher found that schools in which teachers had positive perceptions of their principal also exhibited stronger collective efficacy perceptions. The research also revealed that teachers' personal efficacy perceptions were sometimes situational and impacted directly through feedback from their principals and indirectly through their principals' leadership behaviors.
Download or read book The Self perception of Leadership Efficacy of Teachers and the Effects on Student Achievement written by Julie L. Clark and published by . This book was released on 2016 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research and the unprecedented demands being placed on our nation’s schools have revealed changing conceptions in school leadership. Increasingly, teachers are taking a more central role in the daily functions of their schools and are becoming more involved in important decision-making that was once reserved for principals. While the topic of teacher leadership continues to garner support in the literature, little attention has been given to studying teacher leadership through an organizational lens. Closely related to the idea of teacher leadership is collective efficacy, an organizational concept that has previously been linked to student achievement. This study utilized the 17-item Teacher Leadership Inventory [Angelle, P. S., & DeHart, C. (2010). A four factor model of teacher leadership: Construction and testing of the Teacher Leadership Inventory. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO] and the 10-item Teacher Efficacy Belief Scale – Collective Form [Olivier, D. F. (2001). Teacher personal and school culture characteristics in effective schools: Toward a model of a professional learning community (Ph.D.). Available from ProQuest Dissertations & Theses Global. (275848775)] to analyze correlations between teacher leadership, collective efficacy, and student achievement as measured by the Michigan Educational Assessment Program (MEAP). Findings showed a moderately strong, positive correlation between teachers’ perceptions of teacher leadership and collective efficacy at both the individual and school-level. No significant relationship was found between teacher leadership and student achievement and collective efficacy and student achievement.
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 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve student outcomes with collective teacher efficacy. 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. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high 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
Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Download or read book The Correlation of the Perceived Leadership Style of Middle School Principals to Teacher Job Satisfaction and Efficacy written by Jack Dale (Jr) and published by . This book was released on 2012 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study addressed the idea that a middle school principal could possibly impact teacher effectiveness in the classroom through the relationship of the teacher- perceived leadership style of the principal to teacher job satisfaction and efficacy. The sample consisted of 142 certified teachers from 8 public middle schools in an East Tennessee school district. Teachers completed the Multifactor Leadership Questionnaire, (Bass & Avolio, 2004) and the Job Satisfaction Survey, (Spector, 1994). Findings from this study suggest that the middle school teachers' perceptions of their principal's leadership did not have a statistically significant relationship to teacher job satisfaction. A new insight from this study suggests that principals should find ways to lead beyond teacher perceptions to address the needs of teachers in order to promote and encourage higher levels of teacher job satisfaction. Furthermore, findings from this study suggest that the middle school teachers' perceptions of their principal's leadership style had a statistically significant relationship to teacher efficacy. Findings from the exploratory question at the end of the surveys further validated this study by indicating teachers perceived their need for principal leadership to help them become more effective in the classroom by incorporating elements of both transformational and transactional leadership. This research may assist in developing leadership style training for principals desiring to indirectly influence academic achievement by influencing teacher job satisfaction and efficacy within their schools.
Download or read book High School Principals Leadership Styles and Their Impact on Teacher Efficacy written by Julie L. Kaminski and published by . This book was released on 2014 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey of current public high school teachers in southeastern Michigan. The quantitative portions of the survey consisted of the Teachers' Sense of Efficacy Scale TES, short form (Tschannen-Moran & Woolfolk-Hoy, 2001) and the Multifactor Leadership Questionnaire (Avolio & Bass, 2004). Investigation of correlations, if any, were calculated by using Pearson's "r" to understand the aspects of a transformational leadership style that were correlated to high teacher self-efficacy. A factor analysis and reliability investigation indicated that the data generated with the chosen instruments was highly reliable for measuring principals' leadership style and teacher efficacy. Finally, in the qualitative part of the survey, study participants provided answers to an open-ended question about the single most negative factor impacting teacher self-efficacy in today's schools. All teachers' self-efficacy mean scores on a Likert-type scale of 1 to 5 on the Teachers' Sense of Efficacy Scale (TES), short form, ranged from 3.25 to 5, indicating relatively high to high sense of self-efficacy. There were no participants whose self-efficacy mean scores ranged from 1 and>3.25, indicating a relatively low to low self-efficacy rating. Weak to moderate positive correlations were found between teachers with relatively high to high self-efficacy ratings and principals who have transformational leadership styles, especially the characteristic of Intellectual Stimulation. Because all teachers rated their sense of self-efficacy to be relatively high to high, and with no data available to compare relatively low to low scores and principals' leadership style, the data regarding the existence of a relationship between the variables was inconclusive, and the null hypothesis was accepted. No significant relationship exists between high school principals' leadership styles and teacher self-efficacy. In the qualitative portion of the survey instrument, teachers responded to an open-ended question about negative impacts on their sense of efficacy in schools. Comments were analyzed and grouped into themes that included governmental mandates, regulations, and budget cuts; quality of school administration; and parent and community perceptions of education. In general, teachers want to feel valued by parents, the community and the public; they look to their principals for support, guidance, consistency, and acknowledgement. Finally, the mandates and legislative changes that have taken place in Michigan have had a negative impact on teachers' self-efficacy. These responses provided greater understanding of the opinions of the teacher participants in this study. The results of this study have implications for leadership at the district and building level. Building principals who have a transformational leadership style are more likely to foster teachers with high self-efficacy ratings; this, in turn, creates an environment for higher levels of student achievement. It is important that district-level leaders hire transformational leaders and encourage such approaches in existing principals through focused professional development. This study's results have implications for principal preparation programs, encouraging courses that support the development of transformational leadership skills and recognizing the research-based connection to leadership style and high teacher self-efficacy.
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.
Download or read book An Exploration of Teachers Perceptions of School Environment and School Leadership Relative to Collective Efficacy written by Karen Mae Ball and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Rigorous school accountability efforts in education have increased interest in factors that may contribute to positive learning environments for all participants in the educational process. The primary concept of interest of this study was that of collective efficacy, a mechanism of personal agency, espoused by Albert Bandura through Social Cognitive Theory. Collective efficacy, is defined as "a group's shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainments" (Bandura, 1997, p. 477). Teacher's perceptions of school environments and school leadership were explored relative to collective efficacy. Bandura (1997) has suggested that each of these factors (school environments, school leadership, and collective efficacy) may have a positive impact upon the educational process, yet empirical relationships among the three factors are not evidenced in the literature. This study was conducted with K-12 elementary school teachers at 17 school sites, utilizing three instruments measuring each factor: collective efficacy, leadership, and school environment. Instruments were disseminated electronically. A significant relationship was found among the factors in combined analysis, although multiple regression analysis of independent influence was significant only with environment in relationship to collective efficacy
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.
Download or read book Teachers Perceptions of Their Principals Leadership Styles written by Marty A Cosby and published by . This book was released on 2021-04-05 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).
Download or read book The Leader in Me written by Stephen R. Covey and published by Simon and Schuster. This book was released on 2012-12-11 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.
Download or read book Collective Efficacy and Instructional Leadership A Cross sectional Study of Teachers Perceptions written by Thomas J. Vari and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Collective teacher efficacy is a social construct in schools defined as teachers' sense of group effectiveness. This is a powerful construct whereby teachers' perceptions are a driving force for school culture and student achievement. This cross-sectional study used a quantitative approach to examine teachers' collective efficacy as it relates to their perceptions of supervisory practices. Correlational and predictive analyses were performed to analyze the degree of the relationship between collective efficacy and supervisory practices. Additionally, this study examined teachers' perceptions of strong instructional leadership as it relates to the instructional leadership strategies used by supervisors in 14 schools in one school district. The purpose of this study was to make clear statements for school leaders in regard to the strategies that are associated with teachers' perceptions of collective efficacy and teachers' perceptions of strong instructional leadership. The strategies studied for this report were using walkthroughs, using the clinical supervisory model, maintaining professional learning communities, and creating an overall environment to support teachers.
Download or read book 10 Mindframes for Visible Learning written by John Hattie and published by Routledge. This book was released on 2017-12-06 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. In Ten Mindframes for Visible Learning, John Hattie and Klaus Zierer define the ten behaviors or mindframes that teachers need to adopt in order to maximize student success. These include: thinking of and evaluating your impact on students’ learning; the importance of assessment and feedback for teachers; working collaboratively and the sense of community; the notion that learning needs to be challenging; engaging in dialogue and the correct balance between talking and listening; conveying the success criteria to learners; building positive relationships. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie’s mindframes to maximize success.
Download or read book The Relationships Among Teacher Perceptions of Principal Leadership Teacher Efficacy and School Health in a School Improvement Program written by Jerry D. Staggs and published by . This book was released on 2002 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rural Teachers Perceptions of Leadership Practices Influencing Efficacy written by Kathryn Marie Desrochers and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher efficacy and resilience have been shown as influential in teacher retention, achieving student outcomes, and educational change. This study sought to gain insights into leadership practices that highly efficacious teachers perceived to impact their effectiveness. Nine highly efficacious teachers from a rural school division in Alberta were interviewed. Data were analyzed using a phenomenological thematic approach. Findings revealed the importance of relationships, collective responsibility, clear direction, positive reinforcement, investment, communication, learning, and feeling part of a team. Recommendations outline key leadership characteristics and practices that may influence teacher efficacy, including: developing strong personal relationships; being visible and present to remain connected to classroom practices and pedagogy; cultivating trust; utilizing strong communication skills to support and guide teachers, as well as set direction and expectations; effective and responsive instructional leadership; and providing structures to support teacher collaboration.
Download or read book Leadership and School Quality written by Michael DiPaola and published by IAP. This book was released on 2015-03-01 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Hence, the chapters include analyses that investigate relationships between school organizations and leadership behaviors that have an impact on teacher and school effectiveness.
