Teachers' Sense of Efficacy and the Organizational Health of Schools

Hoy, Wayne K.; Woolfolk, Anita E.

doi:10.1086/461729

Cited by 519 publications

(497 citation statements)

References 19 publications

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“…For example, Earley (1999) found that high status members of business organizations made a larger contribution to collective efficacy beliefs than lower status members. Leadership actions contributing to teacher efficacy include emphasizing accomplishment (Lee, Buck, & Midgley, 1992), giving frequent feedback (Chester & Beaudin, 1996), and promoting an academic emphasis in the school (Hoy & Woolfolk, 1993). Principals are likely to be particularly influential when they attribute outcomes to particular teacher actions.…”

Section: Relationship 2: the Effects Of Leadership On Agency Beliefsmentioning

confidence: 99%

Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy

Ross

Gray

2006

School Effectiveness and School Improvement

316

303

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Section: Relationship 2: the Effects Of Leadership On Agency Beliefsmentioning

confidence: 99%

Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy

Ross

Gray

2006

School Effectiveness and School Improvement

316

303

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“…Since teachers usually gain extensive experience of successful and unsuccessful performances throughout their years of teaching, this assumption has generated in-depth research into how teachers who have been involved in teaching for different periods of time perceive their teaching (Hoy & Woolfolk, 1993;Imants & Brabander, 1996;Fives & Lisa, 2008;Fives, 2010;Soodak & Podell, 1997;Campbell, 1996;Kotaman, 2010). Wolters and Daugherty (2007) found that teachers in their first year of teaching reported significantly lower self-efficacy for instructional practices and classroom management than did teachers with more experience.…”

Section: Introductionmentioning

confidence: 99%

Teaching Styles of Iranian EFL Teachers: Do Gender, Age, and Experience Make a Difference?

Rahimi¹,

Asadollahi²

2012

IJEL

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The aim of this study was investigating Iranian EFL teachers' teaching styles and the activities they use most frequently in their classes. Additionally, the difference between male and female teachers' teaching styles and the relationship between teaching styles and teachers' experience and age were explored. Three hundred EFL teachers were selected by stratified random sampling from six districts of the capital city, Tehran. They filled in a personal information questionnaire and Teaching Activities Preference (TAP) questionnaire. The results of the study showed that the participants used a variety of teaching activities in English classes; however, they constituted a special group due to the high percentage of using sensing type activities. Further, it was found that male and female teachers were different in extroverting, sensing, and feeling styles of teaching while female teachers used activities related to these styles more than their male counterparts did. Besides, the obtained results revealed that EFL teachers' age and experience had a negative relationship with sensing style and a positive relationship with thinking style of teaching.

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“…As crenças de autoeficácia de professores têm sido relacionadas de forma positiva a vários fatores, como sucesso acadêmico, ensino mais eficaz, maior envolvimento da família (Gibson & Dembo, 1984;Hoy & Woolfolk, 1993), assim como motivação dos alunos (Bandura, 1997).…”

Section: Crenças De Eficácia De Professores Autoeficácia Docenteunclassified

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

Ramos

Fernandez

Pontes

et al. 2016

Psic.: Teor. e Pesq.

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RESUMO -A eficácia coletiva de professores refere-se ao modo como os membros do corpo docente julgam as capacidades desse grupo para realizar as tarefas específicas de sua função. Este estudo objetivou revisar sistematicamente pesquisas sobre a eficácia coletiva docente, na perspectiva social cognitiva. Para tanto, foram realizadas buscas de artigos publicados entre 2010 a 2014, na base de dados da CAPES. O levantamento resultou em 12 artigos que contemplavam os critérios de inclusão pré-estabelecidos. Os resultados indicaram, por meio da análise dos objetivos dos artigos selecionados, que as variáveis mais utilizadas para estudar a eficácia coletiva foram: autoeficácia e satisfação no trabalho. Notou-se ainda que a maioria das pesquisas utilizou abordagem quantitativa, sendo necessário ampliar os estudos, aplicando técnicas qualitativas.Palavras-Chave: eficácia coletiva, professores, revisão sistemática Characterization of studies on collective teacher efficacy from a Social Cognitive Theory perspectiveABSTRACT -Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.

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Teachers' Sense of Efficacy and the Organizational Health of Schools

Cited by 519 publications

References 19 publications

Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy

Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy

Teaching Styles of Iranian EFL Teachers: Do Gender, Age, and Experience Make a Difference?

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

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