The Relation of Sources of Teacher Efficacy to Student Writing Achievement and District Health

The Relation of Sources of Teacher Efficacy to Student Writing Achievement and District Health

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The purpose of the research was to determine the relation of five sources of teacher efficacy to student writing achievement and district health. As a construct of social cognitive theory, teacher efficacy has been shown to be related to teachers' instructional practices. Five categories of sources of efficacy were aligned with indicators of organizational health and research-based instructional practices in teaching writing. Interview transcripts of thirty-two middle and high school English teachers who provided essays from their students and voluntarily reported their practices and perceptions were coded in each of the five categories. Ratings of positive, neutral, or negative teacher efficacy were assigned to each source category based on the preponderance of evidence found in coding each interview. Ratings were analyzed with previously determined student writing scores using a step-down multiple linear regression protocol. No significant relationship between any category of efficacy source and student writing achievement was found, but the Mastery Experiences and Physiological and Emotional States source categories were found to be related to the Vicarious Experiences category suggesting a positive impact of professional development on classroom practice. To determine the relation to district health, ratings were aggregated by school district and analyzed with previously determined district health scores using a step-down multiple linear regression protocol finding that 3.4% of the variance in district health was accounted for by the five efficacy source categories, with 2.1% accounted for by the Mastery Experiences category which includes most of the indicators for best practices in writing instruction. Effects between high and low district health subjects were determined using Multiple Analyses of Variance. In tests of between-subjects effects, the Mastery Experiences category was determined to have a high effect size of .17. Further studies of teacher efficacy in relation to student writing achievement and district health are needed if the construct is to provide practical guidance for teachers and schools.Correlation of Combined Essay Ratings and Efficacy Source Categories All ratings were standardized by converting to z ... Relation of Student Writing Achievement to Efficacy Source Categories The correlation of the student essay ratings toanbsp;...


Title:The Relation of Sources of Teacher Efficacy to Student Writing Achievement and District Health
Author: Shayne Gilbert Goodrum
Publisher:ProQuest - 2008
ISBN-13:

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