Student Readiness to Learn and Teacher Effectiveness

Kearney, W. Sean; Garfield, Theresa

doi:10.4324/9781003225867-5

Cited by 1 publication

(2 citation statements)

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“…More recently, studies have looked at the relationship between teacher self-efficacy and student academic and non-academic outcomes [67][68][69]. Studies have found a positive association between teachers with selfefficacy and student achievement scores in core subjects [70], improving student's sense of belonging [71,72] and enjoyment in class [73,74]. Another strand of research around TSE is its relationship to academic risk-taking in the classrooms.…”

Section: Effects Of Tse and Cte On Student Outcomesmentioning

confidence: 99%

“…Looking at the teacher education literature, we see that teachers with high collective efficacy are more likely to set higher expectations for their students [89], are willing to try new teaching strategies, and are more receptive to innovative ideas [90,91]; thus, their teaching is more individualized for each student [14]. Additionally, when students perceive their teachers to be effective, academic outcomes also improve [70]. Teacher's having higher collective efficacy also results in them feeling confident in managing behaviors and attempting preventative strategies rather than using exclusionary, disciplinary measures [14].…”

Section: Effects Of Tse and Cte On Student Outcomesmentioning

confidence: 99%

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The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track

Campbell,

Antony,

Zulawski

et al. 2024

Education Sciences

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Ninth grade on-track is predictive of high school graduation, more than race, socio-economic status, and prior achievement combined. Although initiatives characterized by an intense focus on the ninth-grade year are being increasingly implemented, research has not fully documented and tested mechanisms linked to improved outcomes. Using survey and transcript-level data and causal mediation analysis, this study tests the effects of students attending high teacher efficacy (self and collective—TSE and CTE) schools on ninth grade on-track in an urban school district in a northeast state in the United States. It further examines the extent to which ambitious instructional practices, defined as culturally relevant and transformative pedagogy, mediate the effects of TSE on ninth grade on-track and how levels of supportive school culture moderate these relationships. The findings indicate that urban ninth-graders attending schools with high TSE and CTE are more likely to be on track at the end of ninth grade. Additionally, the direct effect of students attending a school with high TSE was mediated by the level of ambitious instruction. We discuss implications for teacher education (TE) and professional development.

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