Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement

Tschannen‐Moran, Megan; Barr, Marilyn Frances

doi:10.1080/15700760490503706

Cited by 315 publications

(376 citation statements)

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“…Therefore, it is clear that these results are in accordance with previous literature [61][62][63]. (b) Furthermore, it is worth mentioning that the feature teacher (EB_7) also impacts students' academic achievement [64][65][66][67]. (c) Student behaviour in school, whether disciplined or not, affects academic achievement.…”

Section: Resultssupporting

confidence: 81%

An Appraisal Model Based on a Synthetic Feature Selection Approach for Students’ Academic Achievement

Cheng

Liu

2017

Symmetry

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Obtaining necessary information (and even extracting hidden messages) from existing big data, and then transforming them into knowledge, is an important skill. Data mining technology has received increased attention in various fields in recent years because it can be used to find historical patterns and employ machine learning to aid in decision-making. When we find unexpected rules or patterns from the data, they are likely to be of high value. This paper proposes a synthetic feature selection approach (SFSA), which is combined with a support vector machine (SVM) to extract patterns and find the key features that influence students' academic achievement. For verifying the proposed model, two databases, namely, "Student Profile" and "Tutorship Record", were collected from an elementary school in Taiwan, and were concatenated into an integrated dataset based on students' names as a research dataset. The results indicate the following: (1) the accuracy of the proposed feature selection approach is better than that of the Minimum-Redundancy-Maximum-Relevance (mRMR) approach; (2) the proposed model is better than the listing methods when the six least influential features have been deleted; and (3) the proposed model can enhance the accuracy and facilitate the interpretation of the pattern from a hybrid-type dataset of students' academic achievement.

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Section: Resultssupporting

confidence: 81%

An Appraisal Model Based on a Synthetic Feature Selection Approach for Students’ Academic Achievement

Cheng

Liu

2017

Symmetry

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“…More precisely, there is little research in practicing teachers, particularly in elementary school, about how teaches' cognition, such as efficacy beliefs, relate to their emotional experiences at school, the relationship between teachers' emotions and motivation, and how integral the interactive effects of these three concepts are in teacher development (Hoy et al, 2006;Reyna & Weiner, 2001;Stephanou & Mastora, submitted;Stephanou & Sivropoulou, 2008;Stephanou & Tsapakidou, 2007a;Sutton & MudreyCamino, 2003). In addition, although the teachers' professsional role is context-related and socially-constructed, previous investigations have hardly examined the importance of teachers' beliefs about the conjoint capability of their school faculty, that is collective efficacy, for their well-being and achievement, and for students' academic development (Caprara, Barbaranelli, Borgogni, Petitta, & Rubinacci, 2003;Caprara, Barbaranelli, Borgogni, & Steca, 2003;Goddard, Hoy, & Woolfolk Hoy, 2004;Tschannen-Moran & Barr, 2004;Wheatley, 2005). Furthermore, while the role of both self-efficacy and collectiveefficacy beliefs on organizational and group performance is relatively well established, their covariation on teachers' well being, emotional experience and job satisfaction has much less examined (Capraca et al, 2003;Fernandez-Ballesteros, DiezNicolas, Capraca, Barbananelli, & Bandura, 2002;Labone, 2004;Ross, 1998;Stajkovic & Lee, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

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“…Furthermore, there are studies that investigate the relationship between teachers' self-efficacy and student success (Allinder, 1995;Bandura, 1993;Copraro, Barbaranelli, Steca, & Malone, 2006;Gaddard, Hoy, & Hoy, 2000;Schunk, 1989;Tschannen-Moran & Barr, 2004). These studies indicate that teachers who have strong self-efficacy beliefs are more successful in increasing students' success and motivation.…”

Section: Self-efficacymentioning

confidence: 99%

Turkish Version of the Principals’ Sense of Efficacy Scale: Validity and Reliability Stud

Işık¹,

Derinbay²

2015

EJER

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Problem Statement: Principals are known as important actors in effective schools. So it is important to know which variables influence principals' success. One of these predictors can be self-efficacy. However, there is very few research about principals' sense of efficacy. Purpose of the Study:The purpose of this research was to test the psychometric properties of the Turkish version of the Principal Sense of Efficacy Scale (PSES-T).Method: Confirmatory and Exploratory factor analysis were conducted in order to determine the factor structure of the scale. Two independent samples of school administrators were used for this analysis. The relationship between social support and PSES-T were also examined in order to test the concurrent validity of the scale. Finally, internal consistency of scale was tested by using Cronbach alpha.Findings: Confirmatory factor analyses (CFA) were performed using maximum likelihood estimations, in order to assess the structural validity of the Turkish version of PSES. The model indices were χ2/df= 2,80, CFI=.873, TLI=.87, RMSEA= .100, SRMR=.064, suggesting an unacceptable fit of the model to the data. Concluding that 3 factor 18-item PSES did not fit the data obtained from a Turkish sample, an exploratory factor analysis (EFA) was conducted to further explore the factor structure of the 18-item PSES that better represented the sample data. EFA results showed strong evidence for a single factor structure of scale. Total variance explained by a single factor was 41% and factor loadings ranged from .50-.74 (M=.64). Based on the results of the EFA, the single factor model with 18 items was tested on a second sample by using CFA with the maximum likelihood method. Results indicated that single factor PSES met goodness-of-fit criteria; χ2/df= 1.6, CFI=.95, TLI= .94, RMSEA= .06, and SRMR=.04. As to the reliability results, Cronbach's Alpha was calculated as .94 for the whole scale. Also, low to moderate correlations were found between social support, and PSES was evidence for concurrent validity of scale. Conclusion and Recommendations:The overall findings of the present study provide evidence for the validity and reliability of the PSES with a Turkish sample. Validation and reliability studies of the PSES within different cultural contexts and samples are crucial for the generalizability of the scale. The current study is important in terms of bringing this scale into Turkish literature.

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Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement

Cited by 315 publications

References 0 publications

An Appraisal Model Based on a Synthetic Feature Selection Approach for Students’ Academic Achievement

An Appraisal Model Based on a Synthetic Feature Selection Approach for Students’ Academic Achievement

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Turkish Version of the Principals’ Sense of Efficacy Scale: Validity and Reliability Stud

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