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The relationship between organizatio...

Leahy, David M.

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The relationship between organizational teaching orientations and student achievement, teacher collaboration, collective efficacy, and teacher trust.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between organizational teaching orientations and student achievement, teacher collaboration, collective efficacy, and teacher trust./
Author:	Leahy, David M.
Description:	160 p.
Notes:	Adviser: Roger D. Goddard.
Contained By:	Dissertation Abstracts International68-08A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3276221
ISBN:	9780549175322

The relationship between organizational teaching orientations and student achievement, teacher collaboration, collective efficacy, and teacher trust.
Leahy, David M.

The relationship between organizational teaching orientations and student achievement, teacher collaboration, collective efficacy, and teacher trust. - 160 p.

Adviser: Roger D. Goddard.

Thesis (Ph.D.)--University of Michigan, 2007.

Achievement Goal Theory is examined in detail, with a focus on the historical development of the Mastery and Performance learning orientations. Organizational culture is next examined with particular focus upon appropriate methods for the measurement of this construct. These reviews form the theoretical basis for the creation of three new quantitative scales designed to tap an organization's sense of Mastery-Effort orientation, Mastery-Interest orientation, and Performance orientation. A detailed validity study follows, testing the three hypothesized constructs with respect to their internal structure, content, and relationships with other constructs. Results were calculated running multi-level HLM and HGLM analyses on teacher survey data (n=1310) collected from a random, stratified sample of non-charter public schools (n=76) representative of the State of Michigan. In fully controlled multi-level models, schools showing higher levels of an organizational Mastery-Effort orientation were found to be significant predictors of higher levels of collective efficacy, trust, and collaboration among faculty members, as well as marginally significant predictors of student test scores in State mandated mathematics examinations and school pass rates in mathematics. Schools showing higher levels of an organizational Mastery-Interest orientation were significantly related to higher levels of collective efficacy and collaboration among faculty members, as well as student test scores in State mandated mathematics and reading examinations, and school pass rates in mathematics. Schools showing higher levels of an organizational Mastery-Interest orientation were also marginally significant predictors of school pass rates in reading. Schools showing higher levels of an organizational Performance orientation were significantly related to lower levels of student test scores in State mandated reading examinations, and school pass rates in reading. Female teachers were found to be more likely to engage in Mastery-Effort oriented teaching than their male counterparts. Veteran teachers were found to be more likely to engage in Mastery-Interest oriented teaching than their less experienced colleagues. Schools serving poorer communities and communities with higher percentages of minority students were found to be more likely to engage in Performance oriented instruction than wealthier schools serving a smaller percentage of minority students. Effects that this investigation may have upon future research, practice, and policy are discussed.

ISBN: 9780549175322Subjects--Topical Terms:

626645
Education, Administration.

The relationship between organizational teaching orientations and student achievement, teacher collaboration, collective efficacy, and teacher trust.
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100 1 $a Leahy, David M. $3 1266917
245 1 4 $a The relationship between organizational teaching orientations and student achievement, teacher collaboration, collective efficacy, and teacher trust.
300 $a 160 p.
500 $a Adviser: Roger D. Goddard.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3235.
502 $a Thesis (Ph.D.)--University of Michigan, 2007.
520 $a Achievement Goal Theory is examined in detail, with a focus on the historical development of the Mastery and Performance learning orientations. Organizational culture is next examined with particular focus upon appropriate methods for the measurement of this construct. These reviews form the theoretical basis for the creation of three new quantitative scales designed to tap an organization's sense of Mastery-Effort orientation, Mastery-Interest orientation, and Performance orientation. A detailed validity study follows, testing the three hypothesized constructs with respect to their internal structure, content, and relationships with other constructs. Results were calculated running multi-level HLM and HGLM analyses on teacher survey data (n=1310) collected from a random, stratified sample of non-charter public schools (n=76) representative of the State of Michigan. In fully controlled multi-level models, schools showing higher levels of an organizational Mastery-Effort orientation were found to be significant predictors of higher levels of collective efficacy, trust, and collaboration among faculty members, as well as marginally significant predictors of student test scores in State mandated mathematics examinations and school pass rates in mathematics. Schools showing higher levels of an organizational Mastery-Interest orientation were significantly related to higher levels of collective efficacy and collaboration among faculty members, as well as student test scores in State mandated mathematics and reading examinations, and school pass rates in mathematics. Schools showing higher levels of an organizational Mastery-Interest orientation were also marginally significant predictors of school pass rates in reading. Schools showing higher levels of an organizational Performance orientation were significantly related to lower levels of student test scores in State mandated reading examinations, and school pass rates in reading. Female teachers were found to be more likely to engage in Mastery-Effort oriented teaching than their male counterparts. Veteran teachers were found to be more likely to engage in Mastery-Interest oriented teaching than their less experienced colleagues. Schools serving poorer communities and communities with higher percentages of minority students were found to be more likely to engage in Performance oriented instruction than wealthier schools serving a smaller percentage of minority students. Effects that this investigation may have upon future research, practice, and policy are discussed.
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