Megan Tschannen-Moran

Teacher efficacy: capturing an elusive construct

Abstract Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study teacher efficacy. We review many of the major measures that have been used to capture the construct, noting problems that have arisen with each. We then propose a promising new measure of teacher efficacy along with validity and reliability data from three separate studies. Finally, new directions for research made possible by this instrument are explored.

Teacher Efficacy: Its Meaning and Measure

The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model.

A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust:

This multidisciplinary review draws on both theoretical and empirical literature on trust spanning the past four decades and brings that literature to bear on relationships of trust in schools. Studies involving a wide variety of methodologies have helped to clarify the meaning of trust in organizational settings. First, the authors examine the importance of trust for schools. Then they explore the nature and meaning of trust and the dynamics of trust (initiating, sustaining, breaking, and repairing trust). Finally, they synthesize the research on trust as it relates to organizational processes such as communication, collaboration, climate, organizational citizenship, collective efficacy, achievement, and effectiveness.

A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools

In this article we develop the theoretical argument that teacher trust in students and parents is critical to school success. Next, using survey data collected on 452 teachers and data on achievement in reading and mathematics and on socioeconomic status of 2,536 fourth-grade students in 47 urban elementary schools, we show that trust varied greatly among the elementary schools and that this variation was strongly related to differences among schools in socioeconomic status. Finally, results of the study showed that even after accounting for variation among schools in student demographic characteristics, prior achievement, and school socioeconomic status, trust was a significant positive predictor of differences among schools in student achievement. We discuss the implications of these findings for improving academic achievement in elementary schools and for future research.

Trust in Schools: A Conceptual and Empirical Analysis.

The conceptual foundations of trust as a multi‐dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical analysis of faculty trust in colleagues and trust in the principal demonstrates that faculty trust is an important aspect of the openness and health of school climate. It is related to the authenticity of both the principal’s and the teachers’ behavior; however, elements of climate and behavior that predict trust in the principal are different from those that predict trust in colleagues. Finally, a research agenda for the study of trust in schools is sketched.

Collaboration and the need fortrust

Reform efforts increasingly promote collaboration – admonishing principals to include both teachers and parents in democratic decision processes and encouraging teachers to work toward greater collaboration with their colleagues. The hypotheses that the level of collaboration was related to the level of trust was supported in bivariate correlational analyses. There was a significant link between collaboration with the principal and trust in the principal, collaboration with colleagues and trust in colleagues, and collaboration with parents and trust in parents. Canonical correlation reinforced the importance of trust in predicting the overall level of collaboration within a school. Among the set of trust variables, trust in clients was most influential in predicting the set of collaboration variables. Collaboration with parents was the most potent of the collaboration variables in this analysis. These finding argue for the importance of trust in nurturing collaborative relationships.

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

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.

The walls speak: the interplay of quality facilities, school climate, and student achievement

Purpose – A growing body of research connecting the quality of school facilities to student performance accompanies recent efforts to improve the state of the educational infrastructure in the USA. Less is known about the mechanisms of these relationships. This paper seeks to examine the proposition that part of the explanation may be the mediating influence of school climate.Design/methodology/approach – Teachers from 80 Virginia middle schools were surveyed employing measures including the School Climate Index, a seven‐item quality of school facilities scale, as well as three resource support items. Data on student SES and achievement were also gathered. Bivariate correlational analysis was used to explore the relationships between the quality of facilities, resource support, school climate, student SES, and student achievement. In addition, multiple regression was used to test school climate as a mediating variable between the quality of facilities and student achievement.Findings – Results confirmed a...

Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy

This quasi‐experimental study tested the potency of different sources of self‐efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self‐efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional development presenting the same teaching strategy with increasing levels of efficacy‐relevant input. Results indicated that the professional development format that supported mastery experiences through follow‐up coaching had the strongest effect on self‐efficacy beliefs for reading instruction as well as for implementation of the new strategy. A substantial proportion of the teachers who participated in formats that included a demonstration with local students and a planning and practice session, but no follow‐up coaching, experienced a decrease in their self‐efficacy for reading instruction.

The Principalship at a Crossroads: A Study of the Conditions and Concerns of Principals

This study examined the conditions and concerns of principals in Virginia to see what their experiences and perceptions are of the growing shortage in the principalship. Findings suggest that principals do notfeel that they have sufficient authority and resources to get the job done and that they are working long hours to fill the gap. More than half of the principals currently on the job intend to retire in the next decade, raising questions about who will step forward to lead.