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The relationship between principal and teacher efficacy in middle level schools in Missouri
Abstract
Educational researchers have repeatedly found a relationship between teacher efficacy and effective teaching performance. As a result of the research which has been used to identify teacher efficacy as an important teacher characteristic, researchers have begun to examine how schools as formal organizations may effect a teacher's sense of efficacy. The research conducted thus far has shown that organizational features of a school, including principal behavior, correlates with teacher efficacy. Purpose of the study. The purpose for conducting this research was to determine if there was a correlation between a principal's self efficacy and teachers' self efficacy in middle level schools in Missouri. In addition, differences in principals' and teachers' self efficacy were examined by factors of location of school, size of school, organizational structure, age, years of experience and gender. Procedures. One hundred seventy-eight packets were mailed to principals in middle level schools in Missouri. Principals were asked to complete a questionnaire if they had been employed at that school for at least two years and to distribute questionnaires to ten teachers who also had a least two years of experience at that school. Principals and teachers were asked to answer demographic questions and to complete a Teachers Efficacy Scale. Findings. Statistical analysis of the data included descriptive statistics regarding the principals and teachers, the correlations between principals and teachers teaching and personal efficacy measures. Pearson r, matched t-tests and Analysis of Variance were used to test the null hypotheses. A significant correlation was found between a principal's teaching and personal efficacy and teachers' teaching and personal efficacy. No difference was found between size of school or organizational structure on either principals' or teachers' teaching or personal efficacy. A significant relationship was found between age, gender and experience on principals' personal efficacy. A significant difference was found between teachers' gender and teaching and personal efficacy measures. A significant difference was found between location of school and principals' and teachers' teaching efficacy.
Subject Area
School administration
Recommended Citation
Hartnett, Mary Joan, "The relationship between principal and teacher efficacy in middle level schools in Missouri" (1995). ETD collection for University of Nebraska-Lincoln. AAI9611053.
https://digitalcommons.unl.edu/dissertations/AAI9611053