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Quantitative study of the correlatio...

Phillips, David R.

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Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes./
Author:	Phillips, David R.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1870.
Contained By:	Dissertation Abstracts International70-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3364170
ISBN:	9781109232479

Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes.
Phillips, David R.

Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes. - 135 p.

Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1870.

Thesis (Ed.D.)--University of Phoenix, 2009.

The purpose for the quantitative study was to explore the relationship between variables relative to and possibly predictive of the criterion variable of student achievement. Specifically, investigation into the dimensions of instructional factors and characteristics of 58 kindergarten, first- and second-grade teachers in one Michigan school district relative to teachers' self-perceptions and attributes relative to leadership and self-efficacy was the topic of the study. Measures of both above independent variables provided the basis for correlation with student reading achievement classroom composite scores as evidenced on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. The intention of the present study was to contribute to the field of educational leadership related to student achievement and factors of instruction that affect student outcomes. Fifty-eight teachers were invited to participate in completion of three surveys from which 40 responded. The study used the Teacher Leadership School Survey to measure dimensions of teacher leadership. The study used the Teacher Self-efficacy Scale survey to measure self-perceptions of teacher efficacy and beliefs. The analysis of survey results revealed that student-reading achievement, teacher leadership attributes, and teacher self-efficacy held no statistical significance. The literature suggests a correlation between school leadership and student outcomes. The literature suggests a correlation between student outcomes and teacher efficacy. More research regarding the link between dimensions of teacher leadership and teacher self-efficacy and the correlation to student achievement on measures of reading should continue. The correlation should be further researched to determine the consistency of the correlation over time.

ISBN: 9781109232479Subjects--Topical Terms:

626645
Education, Administration.

Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes.
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100 1 $a Phillips, David R. $3 536336
245 1 0 $a Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1870.
500 $a Adviser: Karen Johnson.
502 $a Thesis (Ed.D.)--University of Phoenix, 2009.
520 $a The purpose for the quantitative study was to explore the relationship between variables relative to and possibly predictive of the criterion variable of student achievement. Specifically, investigation into the dimensions of instructional factors and characteristics of 58 kindergarten, first- and second-grade teachers in one Michigan school district relative to teachers' self-perceptions and attributes relative to leadership and self-efficacy was the topic of the study. Measures of both above independent variables provided the basis for correlation with student reading achievement classroom composite scores as evidenced on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. The intention of the present study was to contribute to the field of educational leadership related to student achievement and factors of instruction that affect student outcomes. Fifty-eight teachers were invited to participate in completion of three surveys from which 40 responded. The study used the Teacher Leadership School Survey to measure dimensions of teacher leadership. The study used the Teacher Self-efficacy Scale survey to measure self-perceptions of teacher efficacy and beliefs. The analysis of survey results revealed that student-reading achievement, teacher leadership attributes, and teacher self-efficacy held no statistical significance. The literature suggests a correlation between school leadership and student outcomes. The literature suggests a correlation between student outcomes and teacher efficacy. More research regarding the link between dimensions of teacher leadership and teacher self-efficacy and the correlation to student achievement on measures of reading should continue. The correlation should be further researched to determine the consistency of the correlation over time.
590 $a School code: 0850.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Curriculum and Instruction. $3 576301
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690 $a 0535
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710 2 $a University of Phoenix. $3 1018420
773 0 $t Dissertation Abstracts International $g 70-06A.
790 1 0 $a Johnson, Karen, $e advisor
790 $a 0850
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3364170