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Relations among teacher efficacy, pedagogy adoption and school organizational factors
Author
Tan, Gim Hoon
Supervisor
Lau, Shun
Abstract
This is a large-scale study which investigates the relations between teacher efficacy, pedagogy adoption and school organizational factors. Using the adapted Ohio State Teacher Efficacy Scale (OSTES) to measure teacher efficacy and applying the social cognitive theory, the current research aims to first examine the relations between teacher efficacy and teachers' adoption of different pedagogy types, namely, authentic pedagogy and conventional teaching method. More importantly, the research aims to predict teacher efficacy via five school organizational factors. Apart from broadening the understanding of the relationships between teacher efficacy and pedagogy adoption, the study serves to provide recommendations for schools to implement structural changes so as to accentuate teacher efficacy.
Hierarchical Linear Modeling (HLM) is utilized so that data at both the teacher and school level can be analyzed simultaneously. Analysis of data collected from 2139 teachers in 40 primary schools in Singapore revealed that teachers with higher teacher efficacy would tend to adopt authentic pedagogy more than conventional teaching method. In addition, three school organizational factors, namely, focus on student learning, quality professional development and reflective dialogue were found to significantly predict teacher efficacy. The practical implications of these findings, limitations of current research and recommendations for future research are discussed.
Hierarchical Linear Modeling (HLM) is utilized so that data at both the teacher and school level can be analyzed simultaneously. Analysis of data collected from 2139 teachers in 40 primary schools in Singapore revealed that teachers with higher teacher efficacy would tend to adopt authentic pedagogy more than conventional teaching method. In addition, three school organizational factors, namely, focus on student learning, quality professional development and reflective dialogue were found to significantly predict teacher efficacy. The practical implications of these findings, limitations of current research and recommendations for future research are discussed.
Date Issued
2006
Call Number
LB1025.3 Tan
Date Submitted
2006