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1.
ABSTRACT

The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior achievement was shown to be best predicted by perceived teacher collective efficacy and academic climate, but not self-efficacy. Further analyses revealed that the teacher collective efficacy partially mediated the relationship between teacher self-efficacy and academic climate. These findings were discussed with respect to the sociocognitive perspective.  相似文献   

2.
Although a great deal of research has linked both teacher and collective efficacy to student achievement, one overlooked question concerns the nested association between teacher and collective efficacy. The authors apply social cognitive theory to offer a theoretical analysis of this relationship. Next, using hierarchical linear modeling, they empirically test the strength of the relationship between these two theoretically related yet conceptually distinct constructs. Analysis of data collected from 438 teachers in 47 schools in a large urban school district shows that collective efficacy predicts variation in teacher efficacy above and beyond the variance explained by a number of school contextual factors including socioeconomic status and student achievement. The implications of these findings for future research are discussed.  相似文献   

3.
Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective, research-based PLC practices, how these specific practices effect collective efficacy has not been thoroughly studied. This study, using structural equation modeling (SEM), investigated the relationship between PLCs and teachers’ collective efficacy drawing on 310 surveys from 16 schools in 1 district that had systematically implemented PLCs. Our findings showed that higher functioning PLCs predict higher levels of teacher collective efficacy (TCE). This suggests that engaging and supporting teachers in PLC work, as this district did, can lead to enhanced collective efficacy, which in turn can contribute to improved student achievement.  相似文献   

4.
学校学业乐观是教师群体对教与学的积极信念与态度及由此形成的良好学校氛围,由注重学业成就、教师集体效能感以及教师对家长和学生的信任这三个协同作用的成分构成。与社会经济地位、学生先前的学习成就等因素相比,学校学业乐观更能稳定而显著地预测学生的学业成就。学校学业乐观概念的提出及结构成分的确立源自积极心理学、学校组织行为学、教育心理学等多学科的理论与实证研究的支持。  相似文献   

5.
This study was designed to examine the construct of academic optimism and its relationship with collective responsibility in a sample of Taiwan elementary schools. The construct of academic optimism was tested using confirmatory factor analysis, and the whole structural model was tested with a structural equation modeling analysis. The data were collected from a sample of 1,093 teachers from the 103 schools in Hualien County, Taiwan. The results of this research demonstrated that academic optimism was confirmed as a latent construct manifested by collective efficacy, faculty trust in students and parents, and academic emphasis in Taiwan elementary schools. Furthermore, the research also extended the theory of academic optimism by demonstrating that academic optimism works through collective responsibility to significantly influence student achievement, while controlling for socioeconomic status, school size, and prior student achievement.  相似文献   

6.
Three experiments considered student commitment to school, IQ, and school organization type in relation to student task behavior and to school achievement. The first two correlational studies indicated the relationship between student commitment and student task behavior; the third study used student task behavior, student commitment, IQ, and school organization to predict achievement. This prediction equation was quite robust with a final R2 = .85. School achievement is predicted by intelligence and academic time on task in traditionally structured schools, and by intelligence and student commitment in open structured schools. Increasing the amount of teacher directed time would increase achievement in traditional schools, but decrease achievement in open schools.  相似文献   

7.
本文采用分层线性模型对我国西部地区农村中小学教师质量与学生学业成就的关系进行了实证分析,分析结果显示教师入职学历、教师教龄、教师工资水平和教师培训对西部农村小学与初中学生的学业成就的影响不显著;专任教师任职资格对西部农村小学生学业成就的影响不显著,但对初中学生学业成就有显著的正向影响。因此,要提高我国西部地区农村中小学教师质量,必须切实加强农村中小学优质师资队伍建设,进一步完善农村教师培训制度,实施高标准的教师资格认证制度,特别是要建立健全农村中小学教师津补贴制度。  相似文献   

8.
A fundamental issue inherent to education policy is whether teacher qualifications such as certification status, degree level, preparation, and experience predict student achievement. While existing research provides some direction regarding the potential importance of these qualifications for productivity in secondary schools, less is known about their importance for productivity in elementary schools. This study draws on data from the Early Childhood Longitudinal Study (ECLS) to analyze the relationship between elementary school teacher qualifications and first-grade achievement in reading and mathematics. While we find no effects for certification status, we report positive effects for teachers’ degree type and experience on reading achievement. We also discover potential contextual effects of teachers’ qualifications on student achievement, with first-graders demonstrating higher levels of reading and mathematics achievement in schools where teachers report higher levels of coursework emphasis in these subject areas. We discuss the implications of these findings for policy and future research.  相似文献   

9.
The authors investigated the degree to which school-level teacher characteristics and resources are related to the mathematics learning of kindergarten children using a sample drawn from a large US database. Kindergarten-level teacher characteristics were operationalised as collective teacher efficacy, teacher experience and teacher preparation; kindergarten resources were operationalised as efforts that schools make to reach out to parents, classrooms with mathematics manipulatives, and classroom technology. Kindergarten students learned more in mathematics over a year in schools where teachers’ collective efficacy was high. School resources yielded a range of significant yet mixed results in young children’s mathematics achievement. Notably, younger students and students entering kindergarten with lower levels of mathematical skills benefited greatly from classroom resources. Overall, the presence of classroom technology as a school-level resource was positively related with older kindergarten students’ learning. Based upon the findings, organisational and policy implications are discussed.  相似文献   

10.
It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation. The current study examined the interplay of individual school self-concept, socio-motivational support and achievement motivation in a large sample of seventh and eighth grade students (N?=?1,088; M Age?=?13.7) in secondary schools in Brandenburg, Germany. Structural equation modeling was used to test the associations between individual school self-concept, socio-motivational support, and achievement motivation. The results showed that the teacher–student relationship as well as “teachers as positive motivators” mediated the association between individual school self-concept and achievement motivation. In contrast, neither “peers as positive motivators” nor the student–student relationship mediated this association. These results support the notion that maintaining a positive teacher–student relationship as well as encouraging teachers in the role of positive motivators could be an effective starting point for prevention and intervention programs aimed at offsetting the decline in individual school self-concept and achievement motivation during adolescence.  相似文献   

11.
Collective teacher efficacy (CTE) beliefs serve to encourage certain behaviours and constrain others. Bandura (Educ Psychol 28(2):117–148, 1993) was the first to generate interest in this area by demonstrating that the effect of perceived CTE on student achievement was stronger than the link between socio-economic status and student achievement. The purpose of this study was to gain a better understanding of the productive patterns of behaviour and other consequences resulting from educators’ shared sense of efficacy. Studies showed that CTE was associated with a number of productive behaviours including implementation of school improvement strategies, increased teacher leadership, communication of high expectations, and a strong focus on academic pursuits. In addition, CTE was associated with other positive factors including greater job satisfaction, commitment to students and the teaching profession, and positive attitudes toward teaching students with special education needs and professional development. Collective efficacy was negatively related to performance goal orientations and positively related to students’ emotional engagement. Finally, there were a number of studies that established the relationship between CTE and individual teacher efficacy. It is important to acknowledge that the relationship between CTE and other variables included in the studies contained within this review are most likely bidirectional. Policy makers, system and school leaders, and staff developers’ efforts toward successful education reforms might be better served by strategically and intentionally considering how to foster collective efficacy throughout the conceptualization, design, delivery, and assessment of change initiatives. Suggestions for future research and limitations including potential measurement problems of included studies are shared.  相似文献   

12.
Using data from the 2011 (Chinese) Student Academic Achievement Evaluation, we examined whether within-school socioeconomic gaps in science achievement exist across science subjects, how consistent they are, and whether there are relationships between school average science achievement and within-school socioeconomic gaps in science achievement. Results of multivariate multilevel analyses indicate that for both fathers and mothers within-school socioeconomic gaps in science achievement existed among schools but did not vary much across schools. School mean socioeconomic status and teacher experience were related to these gaps. Schools were strongly consistent in within-school socioeconomic gaps in science achievement across science subjects, and this consistency was independent of (robust to) student and school characteristics. The relationships between school average science achievement and within-school socioeconomic gaps in science achievement were rather weak among schools across science subjects, and the addition of school characteristics to student characteristics effectively demolished the relationships.  相似文献   

13.
Abstract

Using 35 elementary schools (3,350 fourth and sixth grade students), 10 secondary schools (3,613 eight and eleventh grade students), and 1,145 teachers, this study presents data summarizing the relationships between student' perceptions of "verified" principal competencies and selected school climate indices and outcome variables. The results indicated that there is a general tendency for positive teacher attitudes towards various dimensions of the school and working environment and higher student standardized achievement test performance to be associated with students' reports of a low frequency of interaction with die principal. A student "independence factor" was hypothesized to account for these results, with the implication being that principal/student interaction is minimized in schools where teacher and student attitudes are positive and student achievement is high. In addition, effective principal performance in dealing with student misbehavior was highly and positively associated with school average daily attendance at the secondary level. Supplementary analyses indicated that teacher and student attitudes "mediating" the school environment were relatively independent for both elementary and secondary samples. General support was found for higher correlations between student assessments of principal competencies and school environment measures than with student performance measures.  相似文献   

14.
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

15.
ABSTRACT

The authors examined the differential effects of teachers on female, minority, and low-socioeconomic status (SES) students’ achievement in Grade 4. They used data from a randomized experiment (Project STAR) and its follow-up study (LBS). Student outcomes included Grade 4 SAT scores in mathematics, reading, and science and student demographics included gender, race, and SES. The authors used multilevel models to determine how teacher effectiveness interacted with student gender, race, and SES. We also explored whether teacher effects were more pronounced in schools with high proportions of minority or female students. Results indicated that all students benefited from having effective teachers. The differential teacher effects on female, minority, and low-SES students’ achievement, however, were insignificant. There is some evidence in mathematics that teacher effects are more pronounced in high-minority schools. Finally, teacher effects seem to be consistent within and between schools.  相似文献   

16.
In this study, I examined the validity of a performance-based, subject-specific teacher evaluation system by analyzing the relationship between teacher evaluation scores and student achievement. From a policy perspective, establishing validity was important because it is embedded in a knowledge-and skills-based pay system, which attached high stakes to evaluation scores. In the first stage of the study, I used hierarchical linear modeling (HLM) to estimate value-added teacher effects, which were then correlated with teacher evaluation scores in literacy, mathematics, language arts, and a composite measure of student achievement. Additionally, teacher evaluation scores were inserted into the HLM models as subject-specific predictors of student achievement. Results indicate a strong, positive, and statistically significant relationship between teacher evaluation scores and student achievement in reading and a composite measure of teacher and student performance and a positive, although not statistically significant, relationship in mathematics. In the second stage of the study, I used document analyses and interviews with teachers to explore factors affecting the relationship between teacher evaluation scores and student achievement across subjects. Findings suggest that the relationship is stronger in reading than mathematics because both teachers and evaluators have more pedagogical knowledge and better alignment to standards and assessments in reading than in math.  相似文献   

17.
ABSTRACT

The aims of the study were to (a) examine the factor structure of measures of teachers’ collective efficacy (TCE), job stress, and job satisfaction, and (b) explore the mediating effect of collective efficacy on the relationship between job stress and job satisfaction. The sample consisted of 951 teachers from elementary and secondary schools in Canada. Measures of TCE, job stress, and job satisfaction showed consistent factor patterns across school levels and gender. Female teachers reported significantly higher levels of stress from workload and student misbehavior. TCE for student discipline mediated the influence of job stress from student misbehavior on job satisfaction, and the relationship was consistent across groups. The results from this study suggest that teachers’ collective efficacy may lower teachers’ stress attributed to student behavior.  相似文献   

18.
With teacher quality repeatedly cited as the most important schooling factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs and student achievement on state reading and math tests. Using a novel methodology that allows teacher training effects to decay, we find that training institution indicators explain a statistically significant portion of the variation in student achievement in reading, but not in math. Moreover, there is evidence that graduates from some specific training programs are differentially effective at teaching reading than the average teacher trained out-of-state and that these differences are large enough to be educationally meaningful.  相似文献   

19.
The relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well-documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self-efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self-efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self-efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self-efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math.  相似文献   

20.
This study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n = 570), student engagement (n = 269), and student academic aptitude (n = 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriate post hoc procedures were used. Analyses showed that there was a significant relationship among all variables. Post hoc analysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.  相似文献   

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