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References
Abel, M. H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. Journal of Educational Research, 92(5), 287-293. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/00220679909597608
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75-89. Retrieved from http://www.jstor.org/stable/20182630?seq=1#page_scan_tab_contents
Brouwers, A. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253. Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X99000578
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490. Retrieved from http://www.realtutoring.com/phd/sem1efficacy.pdf
Fantuzzo, J., McWayne, C., Perry, M. A. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low income children. School Psychology Review, 33(4), 427-480. Retrieved from http://eportfoliocathymendoza.pbworks.com/f/Fantuzzo.pdf
Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), p. 569-582. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1985-10856-001&site=ehost-live
Goddard, R. D. & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818. Retrieved from http://courses.washington.edu/pbafadv/examples/Teacher%20Efficacy.pdf
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.123.9261&rep=rep1&type=pdf
Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1987). Parent involvement: Contributions of teacher efficacy, school socioeconomic status, and other school characteristics. American Educational Research Journal, 24(3), 417-435.
Hoy, A. W. & Spero, R. B. (2005). Changes in teacher efficacy during the Early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 743. Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X05000193
Judge, T. A. (2001). Relationship of core self-evaluations traits- self-esteem, generalized self-efficacy, locus of control, and emotional stability- with job satisfaction and job performance: a meta-analysis. Journal of Applied Psychology, 86, 80-92. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2001-16970-007&site=ehost-live
Klassen, R. M. & Chu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 10, 741-756. doi: 10.1037/a0019237
Knoblauch, D. & Hoy, A. W. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24, p. 166-179. Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X07000704.
Love, A. & Krugar, A. C. (2005). Teacher beliefs and student achievement in urban schools serving African American students. Journal of Educational Research, 99, 87-98. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=fth&AN=18920652&site=ehost-live
Murray, C. & Malmgren, K. (2005). Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43, 137-152. Retrieved from http://www.sciencedirect.com/science/article/pii/S002244050500018X
Riggs, I. M. (1991). Gender differences in elementary science teacher self-efficacy. Paper presented at the annual meeting of the American Educational Research Association in Chicago, Illinois. Retrieved from http://files.eric.ed.gov/fulltext/ED340705.pdf
Ross, J. A., Hogaboam-Gray, A., & Peter, G. (2003). The contribution of prior student achievement and school processes to collective teacher efficacy in elementary schools. Leadership and policy in schools, 3, 163-188. Retrieved from http://files.eric.ed.gov/fulltext/ED479719.pdf
Rushton, S. P. (2000). Student teacher efficacy in inner-city schools. Urban Review, 32(4), 365-383. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11308907&site=ehost-live
Santoro, D. A. (2015). Good teaching in difficult times: Demoralization in the pursuit of good work. Chicago Journals, 118, 1-23. Retrieved from http://mail.ts-si.org/files/doi101086662010.pdf
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611.
Smith, P. A., & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45(5), 556-568. Retrieved from http://search.proquest.com/docview/220444266?accountid=10216
Tucker, C. M., Porter, T., Reinke, W. M., Herman, K. C., Ivery, P. D., Mack, C. E., & Jackson, E. S. (2005). Promoting teacher efficacy for working with culturally diverse students. Preventing School Failure, 50(1), 29-34. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=fth&AN=18617589&site=ehost-live
Discussion Question: What do you consider the most important role of teachers to be?
Love & Kruger (2005)
The differences in perceptions affects the extent to which teachers feel obligated to influence their students.
Hoover-Dempsey, Bassler, & Brissie (1987)
Fantuzzo, McWayne, & Perry (2004)
Bandura's Theory of Social Learning (Gibson & Dembo, 1984; Goddard & Goddard, 2001)
Friedman and Kass (2001)
Typically, teachers with high self-efficacy expect to attain the benefits of innovation and strive to overcome any obstacles that arise (Ross, 2003).
Klassen et al., 2010
To increase school cohesion and support while helping teachers gain ownership of their contributions (Ross, 2003).
Teacher self-efficacy refers to teacher's own expectations on teaching, but collective teacher efficacy occurs when all school members work together as a team on a shared belief (Bandura, 2000).
Ross (2003)
Knoblauch & Hoy (2008)
Rushton (2000)
Knoblauch & Hoy (2008) emphasized that the faculties' perception of student achievement can be diminished due to the plethora of urban problems they face.
Challenges teaching at low SES urban schools that inhibit student academic success (Murray & Malmgren, 2005):
Teachers are not aware of how to handle the issues linked to urban schools and thus reduce in self-efficacy (Tucker et al., 2005)
Collective teacher efficacy scale (CTE-Scale) (Goddard & Goddard, 2001)
Bandura (2000) suggested that group members could meet and form a consensual judgment to analyze collective teacher efficacy.
Teacher Preparation
Gender
Years of Experience
Grade Level
Family Involvement
Culturally Diverse Students
Urban Schools with Low SES
Riggs (1991)
Klassen et al. (2010)
Cultural differences affect language, behavior, and the students' perspectives on academic success. Teacher efficacy is influenced by attitudes towards race and the confidence to work with diverse students (Tucker et al., 2005).
Hoy & Spero (2005)
Tucker et al. (2005)
Klassen, et al. (2010)
Huberman (as cited in Klassen et al., 2010)
Hoy & Spero (2005)
"A psychological syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who work with other people in some capacity" (Brouwers, 2000, p. 239)
Santoro (2011) emphasized that teaching is the opportunity to do good work. When the ideals and standards of teachers are not met, the teachers do not see themselves as efficacious.
Abel & Sewell (1999)
The moral rewards do not outweigh the efforts!
Discussion Question: How do you think burnout can be reduced?
Skaalvik & Skaalvik (2006)
Teacher self-efficacy is a strong predictor of job satisfaction and performance.
Judge & Bono (2001)
Smith & Hoy (2007)
What do you think?
Murray & Malgren (2005)
Caprara et al. (2006)
Goddard et al. (2000)
Teachers with high self-efficacy strive to develop healthy and beneficial relationships with students (Murray & Malgren, 2005).
Murray and Greenberg (2000)