Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
This is often done by way of an affiliative leadership style. It is by way of these leaders attempting to build up trust and generate accord by way of the development of bonds, teamwork, and communication that true efficacy can be seen.
Goddard, Hoy, and Hoy (2000) agree, that "Although mastery experiences are the most powerful efficacy changing forces, they may be the most difficult to deliver to a faculty with a low col-lective efficacy." They continue this argument by writing that this situation can be remedied if school administra-tors "provide efficacy-building mastery experiences" through "thoughtfully designed staff development activities and action research projects." In order for teachers to have efficacy they must feel as if they are part of the group that is making the decisions that affect the way they do things. Administrators must be responsible for implementing these groups and providing training opportunities that allow teachers to flourish within these groups.
In this time of elevated standards for all children, the idea of teacher efficacy, from the viewpoint of indi-vidual teachers and of the faculty as a whole, is significantly important. Teachers who believe they can teach all children in manners that allow them to meet these high values are more apt to exhib-it teaching behaviors that sustain this goal. Consequently, principals must deliberately help teachers build up a sense of efficacy because,...
(n.d.). Leadership: An Introduction to Fundamental Concepts and Styles. Retrieved March 22, 2011, from Web site:
http://www.cwru.edu/med/epidbio/mphp439/Leadership.htm
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(2), 479-507.
Protheroe, Nancy. (2008). Teacher Efficacy: What Is it and Does it Matter? Retrieved March 22,
2011, from Web site: http://www.naesp.org/resources/1/Principal/2008/M-Jp42.pdf
Somech, Anit. (2005). Directive vs. Participative Leadership: Two Complementary
Approaches to Managing School Effectiveness. Educational Administration Quarterly,
41(5), p.777-800.
The Problems of Top-Down Leadership. (2011). Retrieved March 22, 2011, from Web site:
http://www.mariosalexandrou.com/blog/the-problems-of-top-down-leadership/
Weathers, John M. (2011). Teacher Community in Urban Elementary Schools: The Role of Leadership and Bureaucratic Accountability. Education Policy Analysis Archives, 19(3),
p. 42.
References
Breen, Anne. (n.d.). Leadership: An Introduction to Fundamental Concepts and Styles. Retrieved March 22, 2011, from Web site:
http://www.cwru.edu/med/epidbio/mphp439/Leadership.htm
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(2), 479-507.
2011, from Web site: http://www.naesp.org/resources/1/Principal/2008/M-Jp42.pdf
http://www.mariosalexandrou.com/blog/the-problems-of-top-down-leadership/
In fact, as early as the 1989-1990 school years, school-based decision making was implemented in three elementary schools in the Memphis City School System (Smith, Valesky & Horgan, 1991). Based on this seminal initiative, improvements were cited in: (a) the coordination provided by the school councils; (b) school-based staff development activities; (c) support and services provided by the district central office; (d) data and reports provided to the individual
Next, the literature will review the processes involved in collecting data and creating a method to guide counselors using a standardized curriculum. The literature review will also provide a history and information on the reasons for developing the ASCA model, and identify the individuals or leaders pioneering this model in the educational context. The researcher expects there will be much research both qualitative and quantitative available for review on
What is known, though, is that many school counselors continue to be underutilized by the very stakeholders who stand to gain the most benefit from their services, and in many cases the professional services rendered by school counselors is incongruent with the ACSA National Model. For example, in their study, "School Counselors Walking the Walk and Talking the Talk," Scarborough and Luke (2008) emphasize that, "Research has continually found
The study had two central purposes: 1. To identify reform-related practices in mathematics instruction that have increased, decreased, or not changed since the implementation of high-stakes testing, based on educators' perceptions. 2. To determine educators' perceptions of the effects of reform-related practices on improving student achievement since the implementation of high-stakes testing. Research Questions High-stakes testing in mathematics has redefined the way teachers instruct students who underperform or learn at different rates or
According to Copland (2001), although the following job description is a parody, it is not too far from the truth concerning the current set of responsibilities that confront the nation's elementary school principals: Position Opening: Elementary School Principal, Anytown School District. Qualifications: Wisdom of a sage, vision of a CEO, intellect of a scholar, leadership of a point guard, compassion of a counselor, moral strength of a nun, courage of
Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. Baseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience Barriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However,