Date Awarded
2002
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
Department
Education
Abstract
The purpose of this research was to determine if there was a relationship between collective teacher efficacy and student achievement and if collective teacher efficacy made an independent contribution in explaining student achievement beyond socioeconomic status. The conceptual basis for this study was Bandura's theory of self-efficacy.;Relationships between collective teacher efficacy and student achievement on the Virginia grade 8 math, writing, and English Standards of Learning (SOL) tests were found to be significant. The relationship between collective teacher efficacy and student achievement on the grade 8 writing SOL test made an independent contribution when controlling for socioeconomic status. However, the relationship between collective teacher efficacy and student achievement on the grade 8 math and English test did not make an independent contribution when socioeconomic status was controlled. This study contributes to other research findings indicating a positive relationship between collective teacher efficacy and student achievement.
DOI
https://dx.doi.org/doi:10.25774/w4-ztvh-4173
Rights
© The Author
Recommended Citation
Barr, Marilyn Frances, "Fostering student achievement: A study of the relationship of collective teacher efficacy and student achievement" (2002). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618575.
https://dx.doi.org/doi:10.25774/w4-ztvh-4173
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
