Impact of Middle Grades' Organization on Teacher Efficacy and Environmental Perceptions
Middle grades' organizational patterns and their impact on teachers' efficacy and perceptions of their working environment were examined. The participants were 82 8th-grade teachers who were surveyed about their teaching efficacy and perceptions of their working environment. Instruments us...
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| Veröffentlicht in: | The Journal of educational research (Washington, D.C.) D.C.), 1997-05, Vol.90 (5), p.301-308 |
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| container_title | The Journal of educational research (Washington, D.C.) |
| container_volume | 90 |
| creator | Warren, Louis L. Payne, Beverly D. |
| description | Middle grades' organizational patterns and their impact on teachers' efficacy and perceptions of their working environment were examined. The participants were 82 8th-grade teachers who were surveyed about their teaching efficacy and perceptions of their working environment. Instruments used were the Teacher Efficacy Scale and the Teacher Opinion Questionnaire. Results of the study showed that teachers on interdisciplinary teams with common planning time had significantly higher perceptions of personal teacher efficacy and more positive perceptions of their working environment than did teachers on interdisciplinary teams without common planning time or teachers who were organized departmentally. The findings failed to support a difference in general teacher efficacy among the organizational patterns. |
| doi_str_mv | 10.1080/00220671.1997.10544586 |
| format | Article |
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The participants were 82 8th-grade teachers who were surveyed about their teaching efficacy and perceptions of their working environment. Instruments used were the Teacher Efficacy Scale and the Teacher Opinion Questionnaire. Results of the study showed that teachers on interdisciplinary teams with common planning time had significantly higher perceptions of personal teacher efficacy and more positive perceptions of their working environment than did teachers on interdisciplinary teams without common planning time or teachers who were organized departmentally. The findings failed to support a difference in general teacher efficacy among the organizational patterns.</description><identifier>ISSN: 0022-0671</identifier><identifier>EISSN: 1940-0675</identifier><identifier>DOI: 10.1080/00220671.1997.10544586</identifier><identifier>CODEN: JEDRAP</identifier><language>eng</language><publisher>Washington, DC: Taylor & Francis Group</publisher><subject>Academic Achievement ; Biological and medical sciences ; Child development ; Classroom Techniques ; Classrooms ; Collaboration ; Curricula ; Data Analysis ; Decision Making ; Education ; Educational Change ; Educational psychology ; Elementary school teachers ; Fundamental and applied biological sciences. Psychology ; Goal setting ; Grade 8 ; Interdisciplinary Approach ; Interdisciplinary aspects ; Intermediate Grades ; Junior High Schools ; Middle School Teachers ; Middle Schools ; Multidisciplinary teams ; Organizational change ; Perception ; Perceptions ; Perceptual organization ; Planning ; Psychology. Psychoanalysis. Psychiatry ; Psychology. 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The participants were 82 8th-grade teachers who were surveyed about their teaching efficacy and perceptions of their working environment. Instruments used were the Teacher Efficacy Scale and the Teacher Opinion Questionnaire. Results of the study showed that teachers on interdisciplinary teams with common planning time had significantly higher perceptions of personal teacher efficacy and more positive perceptions of their working environment than did teachers on interdisciplinary teams without common planning time or teachers who were organized departmentally. The findings failed to support a difference in general teacher efficacy among the organizational patterns.</description><subject>Academic Achievement</subject><subject>Biological and medical sciences</subject><subject>Child development</subject><subject>Classroom Techniques</subject><subject>Classrooms</subject><subject>Collaboration</subject><subject>Curricula</subject><subject>Data Analysis</subject><subject>Decision Making</subject><subject>Education</subject><subject>Educational Change</subject><subject>Educational psychology</subject><subject>Elementary school teachers</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goal setting</subject><subject>Grade 8</subject><subject>Interdisciplinary Approach</subject><subject>Interdisciplinary aspects</subject><subject>Intermediate Grades</subject><subject>Junior High Schools</subject><subject>Middle School Teachers</subject><subject>Middle Schools</subject><subject>Multidisciplinary teams</subject><subject>Organizational change</subject><subject>Perception</subject><subject>Perceptions</subject><subject>Perceptual organization</subject><subject>Planning</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Public schools</subject><subject>Questionnaires</subject><subject>School employees</subject><subject>School Organization</subject><subject>Self Efficacy</subject><subject>Student Behavior</subject><subject>Students</subject><subject>Teacher</subject><subject>Teacher Attitudes</subject><subject>Teacher Collaboration</subject><subject>Teacher Effectiveness</subject><subject>Teacher organizations</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching Conditions</subject><subject>Teams</subject><subject>Teenagers</subject><subject>Towns</subject><issn>0022-0671</issn><issn>1940-0675</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1997</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><recordid>eNqFUNtqVDEUDaLgOPoHKsEKPk3N_fJYylhbWupDxccQc9EMZ5IxOVXGrzeH02mfpJtANllr7bWzAHiL0TFGCn1EiBAkJD7GWsv-xBnjSjwBC6wZWnWEPwWLiTT1-Dl40doG9ZJELcC38-3OuhGWCK-S90OAZ9X60D7A6_rD5vTXjqlk2M9NsO5nqHAdY3LW7aHNHq7z71RL3oY82gF-CdWF3SRoL8GzaIcWXt3dS_D10_rm9PPq8vrs_PTkcuUYVeNKaY64tyzw75QgTLlkUkhHFdMkuEg8DcJTT6in1mnONLNchIiVCFIgKekSvJvn7mr5dRvaaDbltuZuaQhiWFOuUCcd_Y-Eie40THstgZhZrpbWaohmV9PW1r3ByExJm0PSZkraHJLuwvd3421zdojVZpfavZoIxYWYVn0900JN7h5dX_RfaT7Zv5nhTRtLfVBLzghGk_xkxlOOpW7tn1IHb0a7H0o9WNJHNv0H4H-iPQ</recordid><startdate>19970501</startdate><enddate>19970501</enddate><creator>Warren, Louis L.</creator><creator>Payne, Beverly D.</creator><general>Taylor & Francis Group</general><general>Heldref Publications</general><general>Public School Pub. 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The participants were 82 8th-grade teachers who were surveyed about their teaching efficacy and perceptions of their working environment. Instruments used were the Teacher Efficacy Scale and the Teacher Opinion Questionnaire. Results of the study showed that teachers on interdisciplinary teams with common planning time had significantly higher perceptions of personal teacher efficacy and more positive perceptions of their working environment than did teachers on interdisciplinary teams without common planning time or teachers who were organized departmentally. The findings failed to support a difference in general teacher efficacy among the organizational patterns.</abstract><cop>Washington, DC</cop><pub>Taylor & Francis Group</pub><doi>10.1080/00220671.1997.10544586</doi><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0671 |
| ispartof | The Journal of educational research (Washington, D.C.), 1997-05, Vol.90 (5), p.301-308 |
| issn | 0022-0671 1940-0675 |
| language | eng |
| recordid | cdi_jstor_primary_27542107 |
| source | Jstor Complete Legacy; Education Source (EBSCOhost); Periodicals Index Online |
| subjects | Academic Achievement Biological and medical sciences Child development Classroom Techniques Classrooms Collaboration Curricula Data Analysis Decision Making Education Educational Change Educational psychology Elementary school teachers Fundamental and applied biological sciences. Psychology Goal setting Grade 8 Interdisciplinary Approach Interdisciplinary aspects Intermediate Grades Junior High Schools Middle School Teachers Middle Schools Multidisciplinary teams Organizational change Perception Perceptions Perceptual organization Planning Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Public schools Questionnaires School employees School Organization Self Efficacy Student Behavior Students Teacher Teacher Attitudes Teacher Collaboration Teacher Effectiveness Teacher organizations Teacher Student Relationship Teachers Teaching Teaching Conditions Teams Teenagers Towns |
| title | Impact of Middle Grades' Organization on Teacher Efficacy and Environmental Perceptions |
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