This report describes an effort to develop an instrument to assess teacher efficacy for enhancing student social relations (TES). In addition, the psychometric properties of the teacher efficacy scale produced by Gibson and Dembo were examined after translation to Hebrew and administration to 218 Israeli teachers. Results indicated that the TES subscale is independent of the two original subscales and demonstrates good internal and test-retest reliability. Also, the factorial structure of the original teacher efficacy scale was replicated with the Israeli sample, and reliability levels were generally adequate. Some problems with one of the original subscales are noted.
PurposeThis purpose of this study is to examine the relationship between teacher collective efficacy and three components of teacher self‐efficacy – instructional, social, and management. In addition, teacher role and school level are suggested as moderators.Design/methodology/approachThe study design examined the relationship between teacher collective efficacy and self‐efficacy over time. Data were collected from 97 junior and senior high school teachers.FindingsThe study finds that collective efficacy was positively associated with self‐efficacy, with teacher role moderating the association of two components of self‐efficacy: social and management. Also, managerial staff members showed higher levels of self‐efficacy.Research limitations/implicationsIt is possible that high school teachers and junior high are not easily distinguished. Also, the ns may not have been large enough to detect significant group differences. Furthermore, given that all scales were self‐report measures, common method variance may have affected the findings.Originality/valueThe present study demonstrates the significant association between collective efficacy and self‐efficacy. Moreover, role in the organization moderates the association between collective and self‐efficacy.
Organizational citizenship behavior (OCB), a popular outcome measure in traditional work settings, was examined in a school context. On‐the‐job embeddedness (ONJE)—a component of a recently introduced antecedent of different organizational outcomes—and gender were included in a moderated regression analysis for predicting teacher OCB. ONJE and OCB scales were adapted for the present study and were administered to junior and senior high school teachers in Israel. The findings supported our hypotheses that ONJE predicts OCB and gender moderates this relationship such that high ONJE women scored higher on OCB than did low ONJE women. Men did not show any difference by ONJE level. The need for further research regarding other gendered occupations is discussed.
Purpose
Extensive theoretical and empirical work has yielded abundant knowledge regarding teacher self-efficacy (TSE). Recent research has found significant correlations between TSE and students’ ratings, as an indicator for teaching effectiveness. The purpose of this paper is to test the relationship between TSE and students’ ratings of their school teacher (SRST) in the context of school level and teacher role.
Design/methodology/approach
Data were collected from 111 teachers and their 2,490 students attending junior- and senior-high schools. Teachers reported on their personal efficacy beliefs at the beginning of the school year, whereas students rated their teachers at the end of the year.
Findings
Teacher role and school level moderated the relationship between STE and SRST: the relationship between TSE and SRST is higher among homeroom classes than subject matter classes, and among junior high classes as compared to senior high classes.
Research limitations/implications
The research is based on small number of classes, which precluded more sophisticated analyses. Future research should consider additional personal and/or contextual variables to better understand the association between teacher and students perceptions.
Originality/value
This study is a first exploration of the ways teachers perceive their ability to enhance student performance vis-à-vis their students’ views of their teaching functioning.
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