A correlational study of teacher efficacy and school performance in six metropolitan Nashville public high schools
The purpose of this study was to determine whether or not there is a relationship between teacher efficacy and school performance. The subjects were certified personnel from six high schools in the Metropolitan Nashville Public School District. The review of literature included high-stakes testing, accountability, teacher efficacy, school performance, educational reform, and interventions and strategies being used by the states. A sample of 83 educators from three low-performing high schools and 48 educators from three high-performing high schools participated in the study. The Ohio State Teacher Efficacy Scale was used to gather data for this study. The factor analysis revealed the same three factors that the original authors of the scale revealed: instructional strategies (factor 2), classroom management (factor 1), and student engagement (factor 3). The Ohio State Teacher Efficacy Scale proved to be both reliable and valid based on the results from the factor analysis and Cronbach's Alpha. ANOVA, MANOVA, and two-way ANOVA were used to determine the relationship between teacher efficacy and school performance level. The .05 confidence level was used to retain or reject the null hypotheses. Hypotheses 1 through 6 were retained. However, the MANOVA revealed through the Wilks' Lambda multivariate test that within the three-dimensional construct there was a statistical significant difference between the performance level of the schools and the three factors of teacher efficacy. Hypothesis 7 was retained for factors 1 and 2. Factor 3 indicated that there was a significant relationship between gender and school performance level.
Deborah Lyneen Smith,
"A correlational study of teacher efficacy and school performance in six metropolitan Nashville public high schools"
ETD Collection for Tennessee State University.