The Effect of the Social Organization of Schools on Teachers' Efficacy and Satisfaction

Lee, Valerie E.; Dedrick, Robert F.; Smith, Julia B.

doi:10.2307/2112851

Cited by 288 publications

(230 citation statements)

References 28 publications

Supporting

Mentioning

203

Contrasting

Unclassified

Order By: Relevance

“…This is supported in the literature, for example Ref. [24] found that higher levels of efficacy of teachers in Catholic private schools than in public schools can be explained by organizational differences.…”

Section: B Research Hypothesessupporting

confidence: 58%

Teachers' Perceptions of Interactive Boards for Teaching and Learning in Public and Private High Schools in the Arab Education System in Israel

Daher

Abu-Hussein

Alfahel

2012

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Abstract-Interactive boards are becoming an integral part of the educational scene in schools in the western countries and are not considered just an additional aid to teaching. In Israel too, interactive boards are becoming gradually part of the educational scene, so evaluation is needed for various aspects of teachers' teaching and students' learning with these new tools. One such important aspect is teachers' perceptions of the interactive board as a tool for teaching and learning. This research intended to examine the difference between teachers' perceptions of four aspects of the interactive boards: pedagogic, didactic, technical-pedagogic, and technical-didactic aspects. We examined teachers' perceptions of these aspects in public and private schools. In addition, we examined the difference between the perceptions of those who use the computer for teaching and those who do not. Further, we examined the reasons that prevent teachers from using the interactive boards in public schools as compared to private schools.The data was collected through a questionnaire which examines teachers' perceptions of four aspects of using the interactive boards. The participants were 217 high school teachers (157 public high school teachers and 60 private high school teachers). The research findings show that there exist significant differences between teachers' perceptions of the interactive board for teaching and learning regarding (1) type of school, and (2) use of computers for teaching goals. No significant difference was found between reasons that prevent teachers from using the interactive boards in public and private school except one reason: the shortage of interactive board in every classroom. We discuss the findings and draw appropriate conclusions. It was also interesting to examine the reasons that prevent teachers from using the interactive boards, and whether there is difference in these reasons in public schools as compared to private schools.

show abstract

Section: B Research Hypothesessupporting

confidence: 58%

Teachers' Perceptions of Interactive Boards for Teaching and Learning in Public and Private High Schools in the Arab Education System in Israel

Daher

Abu-Hussein

Alfahel

2012

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Committed and satisfied teachers are important components of a school's culture and its effectiveness (Billingsley & Cross, 1992;Chubb & Moe, 1990;Lee, Dedrick & Smith, 1991;Lortie, 1975;Purkey & Smith, 1983;Rosenholtz, 1989). Studies have identified that the commitment of teachers is among the most important contributors to teacher satisfaction and effective schools (Bryk & Driscoll, 1988;Bryk, Lee, & Holland, 1993).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Motivation and Job Satisfaction of Catholic School Teachers

Convey¹

2014

JoCE

View full text Add to dashboard Cite

“…Em contrapartida, professores com elevado senso de eficácia tendem a apresentar maiores níveis de satisfação no trabalho (Lee, Dedrick, & Smith, 1991), capacidade para planejar melhor suas atividades, desenvolvendo estratégias de ensino mais adequadas (Allinder, 1994), assim como amostrarem-se mais autoconfiantes (Da Costa & Riordan, 1996).…”

Section: Crenças De Eficácia De Professores Autoeficácia Docenteunclassified

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

Ramos

Fernandez

Pontes

et al. 2016

Psic.: Teor. e Pesq.

View full text Add to dashboard Cite

RESUMO -A eficácia coletiva de professores refere-se ao modo como os membros do corpo docente julgam as capacidades desse grupo para realizar as tarefas específicas de sua função. Este estudo objetivou revisar sistematicamente pesquisas sobre a eficácia coletiva docente, na perspectiva social cognitiva. Para tanto, foram realizadas buscas de artigos publicados entre 2010 a 2014, na base de dados da CAPES. O levantamento resultou em 12 artigos que contemplavam os critérios de inclusão pré-estabelecidos. Os resultados indicaram, por meio da análise dos objetivos dos artigos selecionados, que as variáveis mais utilizadas para estudar a eficácia coletiva foram: autoeficácia e satisfação no trabalho. Notou-se ainda que a maioria das pesquisas utilizou abordagem quantitativa, sendo necessário ampliar os estudos, aplicando técnicas qualitativas.Palavras-Chave: eficácia coletiva, professores, revisão sistemática Characterization of studies on collective teacher efficacy from a Social Cognitive Theory perspectiveABSTRACT -Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.

show abstract

The Effect of the Social Organization of Schools on Teachers' Efficacy and Satisfaction

Cited by 288 publications

References 28 publications

Teachers' Perceptions of Interactive Boards for Teaching and Learning in Public and Private High Schools in the Arab Education System in Israel

Teachers' Perceptions of Interactive Boards for Teaching and Learning in Public and Private High Schools in the Arab Education System in Israel

Motivation and Job Satisfaction of Catholic School Teachers

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

Contact Info

Product

Resources

About