A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning

Goddard, Roger D.; Goddard, Yvonne; Kim, Eun Sook; Miller, Robert J.

doi:10.1086/681925

Cited by 265 publications

(295 citation statements)

References 33 publications

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“…A construct similar to teachers' self-efficacy is CTE (Goddard et al, 2004(Goddard et al, , 2015. Self-efficacy theory is extended to collective efficacy with the assumptions of social cognitive theory is applied at the organizational level (i.e., school) (Calik, Sezgin, Kavgaci, & Cagatay Kilinc,2012;Goddard et al, 2000).…”

Section: Teacher Efficacy and Collective Teacher Efficacymentioning

confidence: 99%

“…Researchers (e.g., Goddard & Goddard, 2001;Knoblauch & Hoy, 2008) also suggest that teachers feel efficacious with certain students in specific settings. In other words, CTE refers to an individual teacher's perceptions of his/her own faculty's ability to cope successfully with events that challenge the group as a whole (Goddard et al, 2015;Ross & Grey, 2006). Furthermore, CTE is considered a powerful construct for determining how schools can improve students' learning outcomes (Calik et al, 2012;Goddard et al, 2015;Ross, Hogaboam-Gray, & Gray, 2004).…”

Section: Teacher Efficacy and Collective Teacher Efficacymentioning

confidence: 99%

“…• High collective teacher efficacy is associated with instruction experimentation, willingness to try a variety of materials/approaches, desire to find better ways of teaching, implementation of progressive and innovative methods, levels of organization, planning and fairness (Goddard et al, 2000(Goddard et al, , 2015;…”

Section: Culturally Responsive Teachingmentioning

confidence: 99%

“…More recently, perceived collective teacher efficacy (CTE) has emerged as an organizational variable to examine efficacy beliefs in schools. Teachers with the perception of success, both at the personal and organizational level, are likely to continually persevere to succeed with students who have difficulties, and to devise unique and innovative strategies to elicit the academic improvement of all students (Goddard, Goddard, Kim, & Miller, 2015;Ross & Grey, 2006).…”

Section: Introduce the Problemmentioning

confidence: 99%

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Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

Chu

2016

JCT

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The purpose of this paper is to describe the development of the scale designed to investigate special education teachers' perceptions of their culturally responsive teaching (CRT) efficacy for teaching students from culturally and linguistically diverse (CLD) backgrounds. The scale includes three components: collective teacher efficacy, CRT self-efficacy, and CRT outcome-efficacy. Data were gathered and performed the following analyses: descriptive analysis, factor analysis, and Person's r corrections. The results of Cronbach's alpha for all three scales were considered adequate. The three-factor loading for CTE, the three-factor loading for CRT self-efficacy, and the two-factor loading for CRT outcome-expectancy were found. This newly developed scale of factor-loading findings were not consistent with previous studies because of differences in items, target populations, and focus of the current study. The findings of factor loadings for three scales Increases in special education teachers' ratings of the school's ability to provide adequate service for CLD students with disabilities were associated with increases in their perceptions of their ability to provide CRT instruction, and their perceptions about the connection between CRT practices and students' learning outcomes, although these correlations were low (r = .24, .16, respectively)

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Section: Teacher Efficacy and Collective Teacher Efficacymentioning

confidence: 99%

Section: Teacher Efficacy and Collective Teacher Efficacymentioning

confidence: 99%

Section: Culturally Responsive Teachingmentioning

confidence: 99%

Section: Introduce the Problemmentioning

confidence: 99%

See 2 more Smart Citations

Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

Chu

2016

JCT

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“…Leadership is what "increases the school's capacity for improving teachers' instructional capacity" ( [26], p. 658). According to Goddard, Goddard, Sook Kim, & Miller, [17], principals' instructional leadership may support , to a degree, teachers working together to improve instruction, and together leadership and teachers' collaboration may contribute to school effectiveness by strengthening collective efficacy beliefs. However, the lack of specific factors in the context of instructional leadership concept causes a misunderstanding of leadership.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Effectiveness of Leadership Styles on Instructional Leadership and Teachers Job Expectancy in Kingdom of Bahrain

Hejres¹,

Braganza²,

Aldabi³

2017

EDUCATION

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Early Childhood Teachers’ Lives in Context: Implications for Professional Development in Under‐Resourced Areas

Schwartz

Cappella

Aber

et al. 2019

American J of Comm Psychol

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Highlights• Teachers' lives are often overlooked and critical to classroom quality and workforce development.• ECE teachers face many barriers to effective teaching and responsiveness to professional development.• Job satisfaction predicts teacher attrition and depression predicts take up of the teacher training.• ECE experience, personal poverty, and time demands predict adherence to training materials.• Time demands, higher education, ECD training, and training take-up predict implementation quality.Abstract This study explores the personal, professional, and contextual conditions faced by early childhood education (ECE) teachers in under-resourced settings and how these relate to teacher responsiveness to professional development (PD): namely, teacher attrition (a sign of PD failure when occurring shortly after PD), take-up of offered PD, adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged districts in the Greater Accra Region of Ghana and PD focused on implementation of a national, play-based curriculum. Descriptive statistics indicate that ECE teachers (n = 302) face a multitude of barriers to high quality teaching across the bioecological model. Multilevel mixed effects models find that teachers with low job satisfaction are more likely to leave the school within the academic year. Teachers with moderate to severe depression are less likely to attend PD trainings. Senior teachers and those with poverty risks are less likely to adhere to PD material. Teachers with many time demand barriers are more likely to adhere to material. They also implement the content at higher observed quality as do teachers with bachelor's degrees and early childhood development (ECD) training. Take-up of PD also predicts quality of implementation. Practice and research implications are discussed.

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A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning

Cited by 265 publications

References 33 publications

Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

Investigating the Effectiveness of Leadership Styles on Instructional Leadership and Teachers Job Expectancy in Kingdom of Bahrain

Early Childhood Teachers’ Lives in Context: Implications for Professional Development in Under‐Resourced Areas

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