東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Exploring Self- and Collective Efficacy as Determinants of the Perceptions of School Climate.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Self- and Collective Efficacy as Determinants of the Perceptions of School Climate./
作者:	Rabe, Tori A.
面頁冊數:	1 online resource (169 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30529823click for full text (PQDT)
ISBN:	9798379783174

Exploring Self- and Collective Efficacy as Determinants of the Perceptions of School Climate.
Rabe, Tori A.

Exploring Self- and Collective Efficacy as Determinants of the Perceptions of School Climate. - 1 online resource (169 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.(Educ.))--Drake University, 2023.

Includes bibliographical references

Increasingly, public education has been centered at the response to several growing concerns impacting K-12 education. These include the devastating impact of the COVID-19 pandemic, several high-profile mass shooting incidents occurring in recent years, and the national crisis regarding mental health. As a result, the topic of school climate and the "conditions for learning" have been a major focus for politicians, policymakers, school staff, and media outlets. Given these concerns, additional guidance, legislation, and monetary response have ensued. One such requirement included in the Accountability Index for Iowa's schools under the state's plan for the federal Every Student Succeeds Act (ESSA) is the use the Conditions for Learning (CfL) survey. The CfL aims to measure staff, student, and parent perceptions of five areas aligned with school climate. These include student/student relationships, adult/student relationships, expectations/boundaries, physical safety, and emotional safety. The results from the survey are included in the Iowa Schools Performance Profile which is Iowa's accountability index for ESSA. This study sought to examine the self- and collective efficacy beliefs of a variety of school staff in relationship to their perceptions of the conditions for learning in Iowa's public schools. This study used Bandura's (1997) Social Cognitive Theory, focusing on the cognitive (internal) factors, environmental (system) factors, and behavioral (efficacy) factors of the educator's school/work environment. This study employed a quantitative approach for data collection and analysis and a survey research design informed by a postpositivist theoretical perspective and grounded in objectivist epistemology. This study was limited to data collected from current teachers, support staff, and administrators employed in any K-12 public school districts in Iowa. One-way ANOVA analyses reveals that school administrators had a higher perception of the conditions for learning than all other categories of employee (associate, general education teacher, special education teacher, and support staff). Results from the hierarchical regression indicated that collective efficacy was a significant predictor of an educator's perception of the conditions for learning. Based on the findings from this study recommendations for legislative policy makers, school boards, district leader, building administrators, teachers, and support staff are included followed by recommendations for future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379783174Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Collecive efficacyIndex Terms--Genre/Form:

542853
Electronic books.

Exploring Self- and Collective Efficacy as Determinants of the Perceptions of School Climate.
LDR:03953nmm a2200409K 4500 001 2359279
005 20230918120642.5
006 m o d
007 cr mn ---uuuuu
008 241011s2023 xx obm 000 0 eng d
020 $a 9798379783174
035 $a (MiAaPQ)AAI30529823
035 $a AAI30529823
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Rabe, Tori A. $3 3699871
245 1 0 $a Exploring Self- and Collective Efficacy as Determinants of the Perceptions of School Climate.
264 0 $c 2023
300 $a 1 online resource (169 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Cooper, Robyn.
502 $a Thesis (Ph.D.(Educ.))--Drake University, 2023.
504 $a Includes bibliographical references
520 $a Increasingly, public education has been centered at the response to several growing concerns impacting K-12 education. These include the devastating impact of the COVID-19 pandemic, several high-profile mass shooting incidents occurring in recent years, and the national crisis regarding mental health. As a result, the topic of school climate and the "conditions for learning" have been a major focus for politicians, policymakers, school staff, and media outlets. Given these concerns, additional guidance, legislation, and monetary response have ensued. One such requirement included in the Accountability Index for Iowa's schools under the state's plan for the federal Every Student Succeeds Act (ESSA) is the use the Conditions for Learning (CfL) survey. The CfL aims to measure staff, student, and parent perceptions of five areas aligned with school climate. These include student/student relationships, adult/student relationships, expectations/boundaries, physical safety, and emotional safety. The results from the survey are included in the Iowa Schools Performance Profile which is Iowa's accountability index for ESSA. This study sought to examine the self- and collective efficacy beliefs of a variety of school staff in relationship to their perceptions of the conditions for learning in Iowa's public schools. This study used Bandura's (1997) Social Cognitive Theory, focusing on the cognitive (internal) factors, environmental (system) factors, and behavioral (efficacy) factors of the educator's school/work environment. This study employed a quantitative approach for data collection and analysis and a survey research design informed by a postpositivist theoretical perspective and grounded in objectivist epistemology. This study was limited to data collected from current teachers, support staff, and administrators employed in any K-12 public school districts in Iowa. One-way ANOVA analyses reveals that school administrators had a higher perception of the conditions for learning than all other categories of employee (associate, general education teacher, special education teacher, and support staff). Results from the hierarchical regression indicated that collective efficacy was a significant predictor of an educator's perception of the conditions for learning. Based on the findings from this study recommendations for legislative policy makers, school boards, district leader, building administrators, teachers, and support staff are included followed by recommendations for future research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 529436
650 4 $a Education policy. $3 2191387
650 4 $a Educational psychology. $3 517650
653 $a Collecive efficacy
653 $a Accountability index
653 $a Public school policy
653 $a School climate
653 $a School violence
653 $a Self-efficacy
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0449
690 $a 0458
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Drake University. $b School of Education. $3 1683336
773 0 $t Dissertations Abstracts International $g 85-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30529823 $z click for full text (PQDT)