Teacher and collective efficacy beliefs as predictors of professional commitment

Journal of Educational Research

Volumn 100, Issue 5, 2007, Pages 303-310

  Ware, Herbert ^a   Kitsantas, Anastasia ^a  

^a GEORGE MASON UNIVERSITY   (United States)

Author keywords

Efficacy; Factor analysis; Leadership; School culture; Schools and Staffing Survey; Teacher commitment

Indexed keywords

EID: 34250792744     PISSN: 00220671     EISSN: None     Source Type: Journal    
DOI: 10.3200/JOER.100.5.303-310     Document Type: Article

References (30)

1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
2. Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. In A. Bandura, Self-efficacy in changing societies (pp. 1-45). New York; Cambridge University Press.
3. Bandura, A. (2000). Exercise of human agency though collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
4. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest, through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
5. Bielaczye, K., & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice, In C. M. Reigeluth (Ed.), Instructional-design theories and models: A neui paradigm of instructional theory (Vol. II, pp. 269-292). Mahwah, NJ: Erlbaum.
6. Carron, A. V. (1982). Cohesiveness in sport groups; Interpretations and considerations. Journal of Sport Psychology, 4, 123-138.
7. Chester, M. D., & Beaudin, B. Q. (1996). Efficacy beliefs of newly hired teachers in urban schools. American Educational Research Journal, 33, 233-257.
8. Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
9. Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
10. Darling-Hammond, L. (2003). Keeping good teachers: Why it matters what leaders can do. Educational Leadership, 60, 6-13.
11. Eisenberger, R., Cummings, J., Armeli, S., &. Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812-820.
12. Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71, 500-507.
13. Gardner, D. E., Shields, D. L., Bredemeier, B. J., &. Bostrom, A. (1996). The relationship between perceived coaching behaviors and team cohesion among baseball and softball players. Sport Psychologist, 10(4), 367-381.
14. Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93, 467-476.
15. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.
16. Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes towards the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
17. Ingersoll, R. (2001). Teacher turnover, teacher shortages, and the organization of schools. Retrieved April 20, 2006, from http://depts. washington.edu/ctpmail/PDFs/Turnovet-Ing-01-2001.pdf
18. Kouzes, J. M., & Posner, B. Z. (2002). The leadership challenge (3rd ed.). Sun Francisco: Jossey-Bass.
19. Mathieu, I., & Zajac, D. (1990). A review and meta-analysis of the antecedents, correlates, and consequences of organizational commitment. Psychological Bulletin, 108, 171-194.
20. Mayer, D. P., Mullens, J. E., & Moore, M. T. (2000), Monitoring school quality: An indicators report. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement: National Center for Education Statistics. Available as a pdf from http://www.nces.ed.gov/pubsearch/ pubsinfo.asp?pubid=2001030
21. Reyes, P., & Pounder, D. G. (1993). Organizational orientation in public and private elementary schools. The Journal of Educational Research, 87, 86-93.
22. Rosenholtz, S. J. (1989). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. Elementary School Journal, 89(4), 421-439.
23. Steers, R. M. (1977). Antecedents and outcomes of organizational commitment. Administrative Science Quarterly, 22, 46-56.
24. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching & Teacher Education, 17(7), 783-805.
25. U. S. Department of Education, Institute of Education Sciences, National Center for Education. Statistics, (n.d.). Schools and staffing survey high-lights. Retrieved July 31, 2006, from http://www.nces.ed.gov/surveys/ SASS/methods9900.asp
26. U.S. Department of Education, National Center for Education Statistics. (1991, May). 1988 schools and staffing survey sample design and estimation (Tech. Rep. NCES 91-127). Washington, DC: Author. Retrieved July 26, 2006, from http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid= 91127
27. U.S. Department of Education, National Center for Education Statistics. (1996, October). 1993-94 Schools and staffing survey: Data file user's manual, volume 1: Survey documentation (NCES 96-142). Washington, DC: Author. Retrieved July 27, 2006, from http://nces.ed.gov/pubsearch/pubsinfo.asp? pubid=96142
28. U.S. Department of Education, National Center for Education Statistics. (1998, July) The redesign of the schools and staffing survey for 1999-2000: A position paper (Working Paper No. 98-08). Washington, DC: Author. Retrieved July 26, 2006, from http://www.nces.ed.gov/surveys/SASS/methods9900.asp
29. U.S. Department of Education, National Center for Education Statistics. (2005). 1999-2000 schools and staffing survey (SASS) and 2000-01 teacher follow-up survey (TFS) CD-ROM; Public-use data with electronic codebook [Data file]. Washington, DC.
30. Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers' morale, career choice commitment, and planned retention: A secondary analysis. Teaching & Teacher Education, 15, 861-879.