This study broadens organizational contextual considerations by examining organizational learning, participation in organizational learning activities and organizational climate as possible predictors of self-efficacy. As schools have been studied as organizations (Handy, 1986, Understanding schools as organizations, Harmondsworth: Penguin; study provides regression results from n = 679 teachers and indicated that organizational climate and organizational learning were significant predictors of teacher self efficacy, controlling for several individual level variables (i.e., participation in organizational learning, personal self-efficacy, and teaching efficacy). Differences between results from the sample of teachers and n = 734 non-teachers (e.g., principals, assistant principals, administrators, counselors, paraprofessional, custodial, food service, and transportation staff) were examined with regard to predictor variables for teaching efficacy. For teachers, both organizational learning and personal self-efficacy were significant predictors of teaching efficacy, whereas
In this phenomenological study, the authors explore exemplar teaching assistants' experiences and perceptions of their work in supporting leadership development for undergraduate business students. Findings demonstrate that successful, effective teaching assistants whose role is to cultivate students' leadership competencies conceptualize their roles as middle managers in the classroom, acting independently and focusing on system stability. Forming professional networks and establishing physical and psychological boundaries support their developmental roles. Based on the findings, the authors present guidelines for universities that use teaching assistants in developmental roles, strategies for individuals who serve as assistants, and implications for future research.
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