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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

Collective Teacher Efficacy in Urban Schools

Role of Teachers

Factors that Influence Self-Efficacy

Self-Efficacy

Intervention: Increasing Collective Teacher Efficacy in Urban Schools

Discussion Question: What do you consider the most important role of teachers to be?

Love & Kruger (2005)

  • Explained that some teachers viewed their roles as disseminators of knowledge, while others viewed their roles as mentors, parents, and advocates.

The differences in perceptions affects the extent to which teachers feel obligated to influence their students.

Family Involvement

Grade Level

Hoover-Dempsey, Bassler, & Brissie (1987)

  • 1,003 teachers from 66 elementary schools
  • Analyzed reports from parent involvement and teachers' sense of efficacy.
  • Results: a significant relationship existed between high parental involvement and teachers' sense of efficacy.

Fantuzzo, McWayne, & Perry (2004)

  • Family involvement is the strongest predictor of child outcomes

Bandura's Theory of Social Learning (Gibson & Dembo, 1984; Goddard & Goddard, 2001)

  • Provided the basis for educational research stating that people control their lives through their efficacy beliefs.

Friedman and Kass (2001)

  • Defined self-efficacy as "...the extent to which a teacher believes that she or he can influence students' behavior and their academic achievement, especially of pupils with difficulties or those with partially low learning motivation."

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

  • Found that teachers working in elementary schools averaged 7% more self-efficacy than teachers in higher leveled grades.
  • Teachers of kindergarten had 3% higher self-efficacy than teachers who taught grade 1 or 2 students.
  • Accounted the difference to stress and workload of upper leveled grades and lower leveled grades.

Objective

Teacher Preparation

Strategies

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).

Urban Schools with Low SES

Measures

Ross (2003)

  • Principals should constantly define the meaning of success and provide clear instructions on how to create a supportive environment.
  • Faculty should work on creating an organizational culture.
  • More collaborative programs, such as mentorship or coaching programs, should be provided for teachers.

Knoblauch & Hoy (2008)

  • 102 student teachers completed questionnaires that tested their self-efficacy (TSES) before and after teaching in urban schools for 8 weeks.
  • Student teachers reported low self-efficacy when they were unaware of the challenges associated with teaching in urban schools.
  • Results: 8 weeks after entering the classroom, their sense of self-efficacy significantly increased.

Rushton (2000)

  • Five student teachers who were placed in inner city schools expressed feelings of anxiety, self doubt, and personal change.
  • By the end of the study, the student teachers completed a questionnaire and reported greater degree in purpose and determination.
  • "Feelings of efficacy will eventually be experienced if they persevere."

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):

  • students' exposure to violence
  • increases stress from outside of school
  • higher rates of drug and alcohol addiction
  • limited opportunities for employment and healthcare

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)

  • 21 item questionnaire scale
  • includes both positively and negatively worded items

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

Teacher Burnout

Gender

Culturally Diverse Students

Years of Experience

Riggs (1991)

  • Preparation to teach science (male vs. female teachers)
  • 210 urban and suburban teachers
  • Measure: Science teaching efficacy belief instrument (STEBI)
  • Results: Male teachers had significantly higher self-efficacy scores than female teachers

Klassen et al. (2010)

  • Gender differences in workload and stress
  • Asked 1,430 teachers to complete a questionnaire
  • Measure: Teacher's Self Efficacy Scale (TSES)
  • Results: female teachers reported greater workload stress than male teachers.
  • 13% more workload stress; 8% more classroom stress
  • Possible explanation: Role Conflict

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)

  • Conducted a longitudinal investigation of 53 teachers in a MA education program.
  • Results: Teachers who worked in lower SES and culturally diverse schools struggled to adapt. They felt unsupported and thus increased in stress.

Tucker et al. (2005)

  • Analyzed the relationship between self-efficacy and cultural awareness.
  • Implemented a 6-hour workshop for 37 teachers regarding how to teach cultural diverse students.
  • Measure: general teacher self-efficacy (GTSE) and culturally sensitive teacher self-efficacy (CTSE)
  • Results: By the end of the session, teachers who attended the workshop had higher confidence in teaching culturally diverse students. The workshop increased the awareness and self-efficacy of the teachers.

Klassen, et al. (2010)

  • Surveyed 1,430 teachers. Found that self-efficacy of teachers differed in early, middle, and later years.

Huberman (as cited in Klassen et al., 2010)

  • Explained that new teachers strive for professionalism and enthusiasm in their earlier years. About 4-6 years, they feel committed to their profession. In 7-18 years, they reassess and question their career choices. During the 19-30 years, teachers experience gradual loss in energy and disengagement.

Hoy & Spero (2005)

  • Emphasized the loss in self-efficacy of teachers as they continue working in their classrooms.
  • Teachers become discouraged by the increasing gap between their expectations and the actual results that exist.

"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)

  • Outcomes of burnout (Abel and Sewell, 1999)
  • classroom deteriorates
  • teachers tend to develop negative attitudes towards students and their jobs
  • fewer educational goals are set for their students
  • Found that the reduction of teacher self-efficacy triggered the burnout process.

The moral rewards do not outweigh the efforts!

Discussion Question: How do you think burnout can be reduced?

Benefits of Collective Efficacy

Benefits of Teacher Self-Efficacy

Conclusion & Future Implications

Teacher Self-Efficacy

& Burnout

Job Satisfaction & Performance

Urban Schools

with Low SES

Skaalvik & Skaalvik (2006)

  • Found a relationship between collective teacher efficacy and individual teacher self-efficacy
  • Found an indirect relationship between collective teacher efficacy and burnout

Teacher self-efficacy is a strong predictor of job satisfaction and performance.

Judge & Bono (2001)

  • conducted a meta-analysis to analyze the relationship between core traits (self-esteem, locus of control, neuroticism, and generalized self-efficacy) to each of the criteria (job satisfaction and performance)
  • Results: Positive relationships existed for all 4 traits and both criteria, especially job satisfaction. Self-efficacy was the highest predictor of job satisfaction.

Smith & Hoy (2007)

  • Analyzed the effects of increased optimism created by collective self efficacy in 99 urban schools.
  • Measures: collective efficacy (CE-scale) and academic emphasis (Organizational Health Inventory)
  • Achievement indicator: Students were asked to complete the Texas Assessment of Knowledge and Skills Test (TAKS) which focused on mathematics scores in the 4th grade.
  • Results: Schools that had high collective efficacy and optimism, also had students with higher mathematics scores.
  • Schools can implement Collective Teacher efficacy in all types of schols (Urban, Suburban, and Rural)
  • Teachers should receive more training and opportunities for increasing self-efficacy.
  • Parents can be involved in the process.
  • Principals should empower the teachers and constantly remind the school of its mission.
  • More studies can be conducted to further analyze the effectiveness of increasing collective teacher efficacy in a variety of settings.

What do you think?

Academic Success

Positive Behavior

Increasing Student

Achievement

Murray & Malgren (2005)

  • Placed 8 teachers with high self-efficacy in an urban school for five months.
  • During the intervention, the teachers increased verbal praise, provided consistent feedback, had one-to-one meetings with the students, called home once or twice a month, and had high expectations for the students.
  • Results: Higher grade point averages than the control group.

Caprara et al. (2006)

  • Explained that teachers with high self-efficacy were more likely to use classroom management approaches and innovative ideas to encourage student success.

Goddard et al. (2000)

  • In 47 schools that implemented collective teacher efficacy, students improved in math and reading by 40%

Teachers with high self-efficacy strive to develop healthy and beneficial relationships with students (Murray & Malgren, 2005).

Murray and Greenberg (2000)

  • 289 participants
  • Used a variety of questionnaires to measure student-teacher relationships and outcomes.
  • Students classified as having poor relationships with teachers provided ratings of lower social and emotional adjustment in school.
  • Negative student teacher relationships significantly predicted lower scores on school involvement.
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