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The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES)
Journal of Professional Capital and Community ( IF 3.921 ) Pub Date : 2020-03-13 , DOI: 10.1108/jpcc-08-2019-0020
Jennifer Donohoo , Tim O'Leary , John Hattie

High levels of collective teacher efficacy (CTE) within a school is known to be associated with improved student learning. CTE is a marker of the level of shared efficacy among teachers within a school. Knowledge of the levels of CTE within a school does not, though, support its development. To properly support school leaders in nurturing CTE, knowledge of the status of the enabling conditions for CTE within their schools is necessary to identify areas of strength and opportunities for improvement. Armed with such knowledge, school leaders can then begin the journey of cultivating CTE within their schools.,Drawing upon previous research, contextual predictors of collective efficacy were identified and a questionnaire was created. Confirmatory factor analysis was used to evaluate the proposed factor structure. Necessary revisions were completed and in phase 2 of the field test, a new instrument was validated using factor analysis.,The preliminary validation of the Enabling Conditions for Collective Efficacy Scale (EC-CTES) is presented in this paper. This study provides evidence in support of a factor model with five related first-order factors that describe the enabling conditions for CTE, which include: Empowered Teachers, Embedded Reflective Practices, Cohesive Teacher Knowledge, Goal Consensus, and Supportive Leadership. A conceptual framework for “Leading Collective Teacher Efficacy” is provided.,The identification and measurement of the malleable, contextual factors that contribute to the formation of CTE has been lacking in previous research. While most of the previous research focused on the remote sources of CTE, very few studies have examined the proximate sources. Correlations between some factors were high, in particular Empowered Teachers and Supportive Leadership. Although there is evidence these factors can be seen as making unique contributions, future work will focus on the inclusion of additional items to more clearly make the distinction between the factors. In addition, there were limitations based on the sample in this study and future research should focus on a broader sample of participants.,While there are currently several CTE scales widely used in research, contextual factors that serve to enhance CTE in schools have not been captured in existing instruments. The identification of the contextual antecedents of CTE will be useful to system and school leaders because this information can be used to help inform their leadership practice as they work to help instill a greater sense of collective efficacy among the teaching faculty in their schools.,CTE is of great interest to system and school leaders because it predicts teachers' willingness to invest the time and energy required to attain educational goals and results in greater effort. The productive behavior on the part of the adults in schools characterized by high levels of CTE leads to improved student outcomes.,This study detailed the design and validation of a teacher perception survey to capture information related to the dimensions associated with the enabling conditions of CTE.

中文翻译:

集体教师效能量表(EC-CTES)的启用条件的设计和验证

众所周知,学校中较高的集体教师效能(CTE)与改善学生的学习能力有关。CTE是学校教师之间共享效能水平的标志。但是,对学校内CTE水平的了解并不支持其发展。为了适当地支持学校领导者培养CTE,必须了解其学校内CTE有利条件的状况,以确定优势领域和改进机会。有了这些知识,学校领导者便可以开始在学校内培养CTE的旅程。基于先前的研究,确定了集体效能的情境预测因素,并创建了调查表。验证性因素分析用于评估建议的因素结构。完成了必要的修订,并且在现场测试的第二阶段中,使用因子分析验证了一种新仪器。本文对集体效能量表的启用条件(EC-CTES)进行了初步验证。这项研究提供了支持具有五个相关的一阶因素的因素模型的证据,这些因素描述了CTE的有利条件,包括:授权的教师,嵌入式的反思性实践,凝聚的教师知识,目标共识和支持性领导。提供了“领导集体教师效能”的概念框架。以往的研究一直缺乏对有助于建立CTE的可塑性,情境因素的识别和测量。尽管先前的大多数研究都集中在CTE的远程资源上,很少有研究检查了附近的来源。某些因素之间的相关性很高,特别是在授权教师和支持性领导方面。尽管有证据表明这些因素可以做出独特的贡献,但未来的工作将集中在包含其他项目上,以更清楚地区分这些因素。此外,基于本研究的样本存在局限性,未来的研究应侧重于更广泛的参与者样本。尽管目前有多种CTE量表广泛用于研究,但尚未有能够提高学校CTE的背景因素。在现有工具中捕获。CTE上下文相关条件的识别对于系统和学校领导者将是有用的,因为该信息可用于帮助指导他们的领导实践,因为他们正在努力帮助在其学校的教师中灌输更大的集体效能感。系统和学校领导者非常感兴趣,因为它可以预测教师愿意投入时间和精力来实现教育目标并付出更大的努力。学校中成年人的生产行为以较高的CTE为特征,从而提高了学生的学习成绩。本研究详细设计和验证了一项教师知觉调查,以收集与CTE促成条件相关的各个维度的信息。 。
更新日期:2020-03-13
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