Organizational learning and climate as predictors of self-efficacy

Abstract

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

Psychological capital as a team phenomenon: Mediating the relationship between learning climate and outcomes at the individual and team levels

“…These researchers believe that such a climate leads to optimism and to positive expectations for the future, which, after all, are part of the definition of PsyCap. In another research, Tobin, Muller, and Turner (2006) showed that learning climate is positively related to self-efficacy (one of the dimensions of PsyCap). In general, research showed that a positive learning climate creates a work environment that is perceived as positive by the team members (Ferris et al, 1998); such a climate may foster the conditions necessary for high levels of team PsyCap.…”

Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence

“…Efficacy expectancy is the belief in one's capacity to influence an outcome. Outcome expectancy is the belief that if effort is applied an expected outcome will be achieved (Tobin, Muller and Turner, 2006). The interaction of these two factors and the perceived self-efficacy process is shown in figure 1.…”

“…This echoes Sachs' (1988) argument that self-efficacy should be developed during pre-service training and not as damage control during in-service training. Tobin et al (2006) make the case for teacher self-efficacy being developed not only through individual training but also through organisational initiatives. Contextual factors within an organisation such as participation, framing and organisational climate will influence the outcome of training and interact with a person's self-efficacy (Quinones, 1997).…”

Framing and re-framing through computer-mediated communication: providing pre-service teachers with alternate support structures

“…Common elements of a school's climate include the faculty and staff's sense of influence on work conditions, agreement on common goals, and feelings of collegiality (Tobin et al 2006). A significant body of research, and our experiences as classroom teachers and work with pre-service and novice teachers, show that a school's politics and its culture can often negatively impact novice teachers (e.g., Goodlad 1990;Hirsch 2006;Ingersoll 1999Ingersoll , 2001Ingersoll , 2003Johnson and Birkeland 2003).…”

“…There are many unanswered questions concerning teacher perceptions of school culture and support as it affects self-efficacy (Tobin et al 2006). Turning to the fields of sociology, organizational learning, and framing may yield some answers.…”