Middle school culture and teacher efficacy : an examination of relationships in two professional development schools

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kimberly J. Hartman (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
David B. Strahan

Abstract: School culture and teacher efficacy have been examined separately for several years. This study examined teachers' and student teachers' perceptions of personal and general teaching efficacy, seven dimensions of school climate, and the relationships among efficacy and culture. These constructs were examined in two Professional Development Middle Schools in a suburban setting. Sixteen cooperating teachers and 14 student teachers completed the Woolfolk and Hoy (1990) Teacher Efficacy Scale and Cheal's (1990) Middle Level Climate Indicator. Additionally, teachers, student teachers, and principals answered structured interview questions regarding dimensions of efficacy and culture. The researcher conducted observations in each classroom, as well as general observations while visiting the schools.

Additional Information

Language: English
Date: 1996
Teacher effectiveness
Laboratory schools
Middle school teachers $x Attitudes

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