東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Middle School Teachers' Perceptions ...

Wiesner-Groff, Amanda J.,

Linked to FindBook

Google Book

Amazon

博客來

Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School // Amanda J Wiesner-Groff.
Author:	Wiesner-Groff, Amanda J.,
Description:	1 electronic resource (219 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30814747
ISBN:	9798381114522

Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School /
Wiesner-Groff, Amanda J.,

Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School /Amanda J Wiesner-Groff. - 1 electronic resource (219 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Principals are faced with daily challenges to meet changing expectations in a field that has become unpredictable and demanding. Additionally, it is the responsibility of the principal to develop, monitor, and maintain structures and conditions that best ensure both instructional and academic success. The purpose of this mixed-methods case study was to investigate middle school teachers' perceptions regarding principal practices, the principal reported implementing and the teachers acknowledged, as influencing collective teacher efficacy. Additionally, the purpose was to determine any discrepancies between principal reported implemented practices and teacher's recognition of implemented practices which contributed to influencing collective teacher efficacy. This mixed methodology case study investigation was conducted in one highly efficacious, high achieving middle school. In Phase I, a survey was administered to thirteen middle school teachers to collect quantitative data measuring levels of collective teacher efficacy. In Phase II, a survey was administered to the middle school principal to collect quantitative data for determining the implementation of principal practices related to collective efficacy. In Phase III, nine teachers from Phase I were interviewed using an interview protocol to collect qualitative data regarding teacher perceptions of implemented principal practices most influential to collective teacher efficacy. Teachers indicated high levels of collective teacher efficacy within the school. The principal reported high levels of implementation in leadership practices related to the functions of framing school goals, communicating school goals, supervising and evaluating instruction, and coordinating the curriculum. The major themes from qualitative interview data analysis supported the quantitative reports of implemented practices and further indicated which structures and practices most support collective efficacy development: supportive school culture, positive school climate, and systems of support. The explanation of these findings provided the following conclusions and ideas: (1) Developing a strong school culture is connected to a strong sense of collective efficacy; (2) Principals must establish equitable systems for efficacy development, even when efficacy levels are already high; and (3) Ongoing collection, monitoring, and assessment of triangulated data related to efficacy and principal practices will improve collective efficacy. These conclusions suggest educational leaders may generalize their own implementation of principal practices and levels of collective teacher efficacy and use the findings from this study as a resource for increasing efficacy at the individual and collective level.

English

ISBN: 9798381114522Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Collective efficacy

Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School /
LDR:04388nmm a22004693i 4500 001 2401751
005 20250522102102.5
006 m o d
007 cr|nu||||||||
008 251215s2023 miu||||||m |||||||eng d
020 $a 9798381114522
035 $a (MiAaPQD)AAI30814747
035 $a AAI30814747
035 $a 2401751
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Wiesner-Groff, Amanda J., $e author. $3 3771920
245 1 0 $a Middle School Teachers' Perceptions of Principal Practices Which Influence Collective Teacher Efficacy in a Highly Efficacious, High Achieving Middle School / $c Amanda J Wiesner-Groff.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (219 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: 85-06, Section: A.
500 $a Advisors: Wood, Jody Nell Committee members: Jahnke, Donna; Welborn, Jaime E.
502 $b Ph.D. $c Saint Louis University $d 2023.
520 $a Principals are faced with daily challenges to meet changing expectations in a field that has become unpredictable and demanding. Additionally, it is the responsibility of the principal to develop, monitor, and maintain structures and conditions that best ensure both instructional and academic success. The purpose of this mixed-methods case study was to investigate middle school teachers' perceptions regarding principal practices, the principal reported implementing and the teachers acknowledged, as influencing collective teacher efficacy. Additionally, the purpose was to determine any discrepancies between principal reported implemented practices and teacher's recognition of implemented practices which contributed to influencing collective teacher efficacy. This mixed methodology case study investigation was conducted in one highly efficacious, high achieving middle school. In Phase I, a survey was administered to thirteen middle school teachers to collect quantitative data measuring levels of collective teacher efficacy. In Phase II, a survey was administered to the middle school principal to collect quantitative data for determining the implementation of principal practices related to collective efficacy. In Phase III, nine teachers from Phase I were interviewed using an interview protocol to collect qualitative data regarding teacher perceptions of implemented principal practices most influential to collective teacher efficacy. Teachers indicated high levels of collective teacher efficacy within the school. The principal reported high levels of implementation in leadership practices related to the functions of framing school goals, communicating school goals, supervising and evaluating instruction, and coordinating the curriculum. The major themes from qualitative interview data analysis supported the quantitative reports of implemented practices and further indicated which structures and practices most support collective efficacy development: supportive school culture, positive school climate, and systems of support. The explanation of these findings provided the following conclusions and ideas: (1) Developing a strong school culture is connected to a strong sense of collective efficacy; (2) Principals must establish equitable systems for efficacy development, even when efficacy levels are already high; and (3) Ongoing collection, monitoring, and assessment of triangulated data related to efficacy and principal practices will improve collective efficacy. These conclusions suggest educational leaders may generalize their own implementation of principal practices and levels of collective teacher efficacy and use the findings from this study as a resource for increasing efficacy at the individual and collective level.
546 $a English
590 $a School code: 0193
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Middle school education. $3 969762
650 4 $a Educational psychology. $3 517650
653 $a Collective efficacy
653 $a Collective teacher efficacy
653 $a Efficacy development
653 $a Highly efficacious
653 $a Principal practices
653 $a Teacher perceptions
690 $a 0449
690 $a 0514
690 $a 0450
690 $a 0525
710 2 $a Saint Louis University. $b Educational Leadership. $e degree granting institution. $3 3771921
720 1 $a Wood, Jody Nell $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-06A.
790 $a 0193
791 $a Ph.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30814747