ERIC Number: EJ824125
Record Type: Journal
Publication Date: 2004-Sep
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: N/A
Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement
Tschannen-Moran, Megan; Barr, Marilyn
Leadership and Policy in Schools, v3 n3 p189-209 Sep 2004
Collective teacher efficacy (CTE) refers to the collective perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities. Significant positive relationships were found between CTE and student achievement on the grade 8 math, writing, and English tests. In addition, significant relationships were found between the both the instruction and discipline subscales of CTE with all three tests of student achievement. When controlling for socioeconomic status, CTE made a significant independent contribution to the grade 8 writing scores; however it did not independently explain math and English achievement. (Contains 3 tables and 1 figure.)
Descriptors: Teacher Effectiveness, Academic Achievement, Grade 8, Teacher Collaboration, Teamwork, Teacher Influence, Correlation, Mathematics Achievement, Reading Achievement, Writing Achievement, Teaching Methods, Instructional Effectiveness, Socioeconomic Status, Socioeconomic Influences, Teacher Behavior, Institutional Characteristics, Self Efficacy, Teacher Attitudes, Middle School Students, Administrator Behavior, Leadership Responsibility
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A