How do appreciative leadership behaviors influence novice middle school teachers' self efficacy?
How do appreciative leadership behaviors influence novice middle school teachers' self efficacy?

Author: Zachary W. Fuller

Publisher:

Published: 2023

Total Pages: 0

ISBN-13:

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Novice middle school teachers face a myriad of challenges including struggles with classroom management, curriculum, and personal relationships. High levels of self-efficacy have been shown to mitigate the effects of the challenges facing novice teachers. The behavior of school principals plays a modest but measurable role in developing a high sense of self-efficacy in teachers. The purpose of this study was to explore the current state of participant novice middle school teachers with two variables: self-efficacy and their perceptions of their principals’ behavior according to the appreciative leadership characteristics. This study seeks to determine the strength and direction of any correlation between the two variables. Novice middle school teachers were surveyed using the Teacher Sense of Efficacy Scale (TSES) to determine their perceptions of self-efficacy and open-ended, qualitative questions to determine their perceptions of principals’ appreciative leadership behaviors. Qualitative responses were quantified by tallying the appreciative leadership behaviors noted by the novice middle school teachers, and a Spearman’s Rank Order Analysis performed to determine what if any correlation exists between the two variables of teacher efficacy beliefs and the appreciative leadership behaviors. Finally, Spearman’s Rank Order analysis produced a correlation coefficient of 0.13, indicating a small positive correlation between the two variables. While new teachers reported high levels of self-efficacy, many of their narrative comments implied that superficial and formalized contact displayed by their principals were not Appreciative Leadership behavior. The results indicated a possible need for principals to set aside time to build appreciative relationships with their novice middle school teachers. The findings also indicated a need for principals to realize that helping novice teachers develop a sense of efficacy related to their work in the classroom was an explicit facet of their work.

Explaining Perceptions of Principal Leadership Behaviors that Enhance Middle School Teacher Self-efficacy
Explaining Perceptions of Principal Leadership Behaviors that Enhance Middle School Teacher Self-efficacy

Author: Michelle R. Charf

Publisher:

Published: 2009

Total Pages: 136

ISBN-13: 9781109261424

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Teachers are primarily responsible for the educational achievement of all students. Past research has shown that Teacher Self-Efficacy plays a large role in academic success of students. This study investigates various levels of teacher efficacy and the individual perceptions of teacher in regards to principal leadership behaviors, specifically, at the middle school setting. A mixed methodology approach is used to explore both the quantitative data of two efficacy surveys and qualitative interviews with ten individual teacher volunteer candidates. A sample of 277 survey respondents was obtained on the Bandura's Instrument of Teacher Efficacy and Gibson and Dembo's Teacher Self-Efficacy Scale. Data analysis reveals that there is a difference in teacher efficacy based on gender, degree level, years of experience and socioeconomic status of the school building. Qualitative themes that emerged from the ten interview transcriptions regarding the perceptions of specific principal behaviors that enhance their teaching include: (a) Specific Valued Feedback, (b) Meaningful Support and Trust with Parents and Students, and (c) Active Movement about School and in Classrooms. A mixing of data occurs when two specific survey questions are discussed in regards to individual responses on the survey and statements made during the interview that add depth to these efficacy descriptors. The results of this study and implications for future research are also presented in the final discussion section. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

The Confidence Gap
The Confidence Gap

Author: Amanda F. Bitner

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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Though studies suggest social-emotional learning (SEL) programs have a positive impact on youth development, the focus, implementation, and consensus on SEL programs vary. These programs largely overlook adolescent self-esteem, which is at its lowest during the formative middle school years and twice as likely to be lower among females than males. This study attempted to understand whether SEL education impacts middle school females' self-esteem and leadership and whether their self-esteem and leadership self-efficacy correlate. Key research questions explored middle school females’ self-perception of their self-esteem and leadership self-efficacy levels. This quantitative descriptive study aimed to examine whether there was a significant correlation between female middle school students' self-esteem and leadership behaviors. This study explored the self-esteem and leadership behaviors among various middle-school females within a designated school district. The research population for the quantitative descriptive study was middle school female students at a single school district. Data collection included participants anonymously completing an online Likert scale that combined both the Harrill Self-Esteem Inventory and the Roets Rating Scale for Leadership. The study had a sample size of 42 voluntary participants. The results revealed themes that impact student self-esteem and leadership self-efficacy levels. Findings included the dual nature of self-esteem and the need for intervention.

Self-Leadership
Self-Leadership

Author: Christopher P. Neck

Publisher: SAGE Publications

Published: 2016-06-17

Total Pages: 358

ISBN-13: 1506314481

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Written by the scholars who first developed the theory of self-leadership (Christopher P. Neck, Charles C. Manz, & Jeffery D. Houghton), Self-Leadership: The Definitive Guide to Personal Excellence offers powerful yet practical advice for leading yourself to personal excellence. Grounded in research, this milestone book is based on a simple yet revolutionary principle: First learn to lead yourself, and then you will be in a solid position to effectively lead others. This inclusive approach to self-motivation and self-influence equips readers with the strategies and tips they need to build a strong foundation in the study of management, as well as enhancing their own personal effectiveness.

Improving Middle School Teachers' Self-efficacy
Improving Middle School Teachers' Self-efficacy

Author: Donna Jo Dillard

Publisher:

Published: 2016

Total Pages: 220

ISBN-13:

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DONNA JO DILLARD (Under the Direction of Sheneka Williams) ABSTRACT Societal demands for educating students for college, career, and life readiness requires students' abilities to include problem solving skills, collaboration, and technology skills. The purpose of this qualitative action research case study was to investigate, develop, and implement effective instructional practices to increase teacher self-efficacy for using student-centered technology enhanced learning. This action research study sought to understand barriers and successes that teachers encounter when implementing student-centered learning enhanced with technology and how to increase teacher self-efficacy to transform instruction toward implementing this instructional strategy. Seventy middle school teachers completed pre-surveys, and nine teacher intervention participants completed interventions and interviews developed by an action research team. Eight of the nine intervention participants completed post-study surveys. Findings indicate that teacher self-efficacy change for teaching student-centered learning enhanced with technology was not easy, and divergent views emerged. After one cycle of data analysis and interventions, teacher self-efficacy for this instructional method slightly increased after observing successful lessons, having mastery experiences, and recognizing expectations for educators with leadership support. Deficit thinking emerged in data regarding student ability for student-centered learning with technology as a practice only for accelerated and gifted students. Teachers indicated students with special needs or of average and below average abilities lack the ability to participate in this instructional method. Action research within a school contributes to developing teachers as leaders.

The Impact of Teacher Self-Efficacy and Collective Efficacy at the Middle School Level
The Impact of Teacher Self-Efficacy and Collective Efficacy at the Middle School Level

Author: Kristen Quirk Connelly

Publisher:

Published: 2016

Total Pages: 154

ISBN-13:

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The primary goal of this mixed method study is to investigate and analyze how the nature and structure of the widely accepted middle school and teaming models impact individual teacher efficacy as well as collective efficacy. I examined the implications of these models on the levels of efficacy for both teamed and non-teamed teachers. Both social cognitive theory and belonging theory informed the research study. The mixed method study was conducted at seven suburban middle schools in four districts outside of a major city in the northeastern section of the country. Each middle school utilizes the teaming model as the focal point of their philosophy. Research data were gathered from volunteer teachers through the administration of an online 37-item survey and voluntary individual follow-up interviews. In addition, principal interviews served to give background and cultural information at the building level. Themes from survey data informed the interview protocol. A review of historical documents provided additional information. The data were analyzed and themes were extracted in order to provide recommendations for these particular middle schools. Based on the collected data, teachers working at the middle school level can experience varying levels of both individual teacher and collective efficacy based on teaching position and experience. Implications for further research in the area of teacher and collective efficacy at the middle school level are noted.

Middle School Teachers' Perceptions of Student Self-efficacy
Middle School Teachers' Perceptions of Student Self-efficacy

Author: Courtney M. Amersbach

Publisher:

Published: 2016

Total Pages: 101

ISBN-13:

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The purpose of this qualitative study was to investigate middle school mathematics teachers' perceptions of student self-efficacy and its influence on their instructional practices. Fifteen districts from the southeast and south central regions of Pennsylvania agreed to take part in the study. The researcher contacted seventh and eighth grade mathematics teachers from these districts requesting volunteers to complete a self-administered SurveyMonkey questionnaire. Fifty-seven teachers responded to the questionnaire with five of these teachers also participating in the phone interviews. The survey instruments explored the following areas of the construct from the teachers' perspective: 1) examples of student self-efficacy observed in the classroom, 2) the impact of self-efficacy on students' motivation to learn, 3) the selection of instructional practices informed by one's understandings of student self-efficacy, and 4) professional development dedicated to student self-efficacy. Teachers in this study observed student behaviors consistent with prior research. Students demonstrating low self-efficacy gave up easily when they did not experience success while individuals with positive efficacious beliefs showed perseverance in solving challenging tasks. Although the majority of respondents believed that teachers had a role in building students' perceptions of capability, nearly half of these teachers reported little to no formal training on the construct. Teachers emphasized the importance of scaffolding material in an effort to promote mastery experiences, yet perceived students to favor a performance orientation. The assertion disputed earlier studies claiming that teachers guided their students to achievement goals through their selection of instructional practices. Conflicting testimony surfaced as respondents also cited examples of teaching strategies reflecting a performance approach. The study recommends further analysis, including classroom observations and students' perspectives, to resolve some of the disparities that emerged.

Handbook of Research on the Education of School Leaders
Handbook of Research on the Education of School Leaders

Author: Michelle D. Young

Publisher: Taylor & Francis

Published: 2016-08-19

Total Pages: 348

ISBN-13: 1317531906

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The Handbook of Research on the Education of School Leaders brings together empirical research on leadership preparation and development to provide a comprehensive overview and synthesis of what we know about preparing school leaders today. With contributions from the field’s foremost scholars, this new edition investigates the methodological foundations of leadership preparation research, reviews the pedagogical and curricular features of preparation programs, and presents valuable insights into the demographic, economic, and political factors affecting school leaders. This volume both mirrors the first edition’s macro-level approach to leadership preparation and presents the most up-to-date research in the field. Updates to this edition cover recent state and federal government efforts to improve leadership in education, new challenges for the field, and significant gaps and critical questions for framing, researching, evaluating, and improving the education of school leaders. Sponsored by the University Council of Educational Administration (UCEA), this handbook is an essential resource for students and scholars of educational leadership, as well as practitioners, policymakers, and other educators interested in professional leadership. .