Restricted accessOtherFirst published online 2010-04
Factors Underlying the Collective Teacher Efficacy Scale and Their Mediating Role in the Effect of Socioeconomic Status on Academic Achievement at the School Level
The authors examine the psychometric properties of the Collective Teacher Efficacy Scale (CTES), an instrument designed to measure collective teacher efficacy. Specifically, a multilevel confirmatory factor analysis is used to determine the factor structure of the CTES, comparing one- and two-factor models. The mediating role of the CTES factors in the relationship between student socioeconomic status and academic achievement at the school level are also examined. Implications for research and using the CTES in school reform agendas are discussed.
American School Counselor Association. (2007 ). The ASCA national model: A framework for school counseling programs. Retrieved June 4, 2007, from http://www.schoolcounselor.org/store_product.asp?prodid=13
2.
Bandura, A. ( 1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
3.
Bandura, A. ( 1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
4.
Bandura, A. ( 1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
5.
Bandura, A. ( 2006). Adolescent development from an agentic perspective . In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, CT: Information Age.
6.
Berry, B., Turchi, L., Johnson, D., Hare, D., Owens, D.D., & Clements, S. ( 2003). The impact of high-stakes accountability on teachers’ professional development: Evidence from the south. Chicago : Spencer Foundation.
7.
Brown, K.M., Anfara, V.A., Jr., & Roney, K. ( 2004). Student achievement in high performing, suburban middle schools and low performing, urban middle schools: Plausible explanations for the differences. Education and Urban Society, 36(4), 428-456.
8.
Clark, M.A., & Horton-Parker, R. (2002). Professional development schools: New opportunities for training school counselors. Counselor Education and Supervision, 42, 58-75.
9.
Colbert, R.D., & Kulikowich, J. (2006). School counselors as resource brokers: The case for including teacher efficacy in data-driven programs . Professional School Counseling, 9, 216-222.
10.
Colbert, R.D., & Magouirk Colbert, M. (2003 ). School counselor involvement in culture-centered education reform. In P. B. Pederson & J. C. Carey (Eds.), Multicultural counseling in schools: A practical handbook (pp. 3-26). Boston : Allyn & Bacon.
11.
Colbert, R.D., Vernon-Jones, R., & Pransky, K. ( 2006). The School Change Feedback Process: Creating a new role for counselors in education reform. Journal of Counseling & Development, 84, 72-84.
12.
Connecticut State Department of Education ( 2007, October). Teachers: Education, experience, and demographics by district. Retrieved from http://www.csde.state.ct.us/public/cedar/staff/tables/07-08/Table_A1.xls
13.
Dahir, C.A., & Stone, C. ( 2003). Accountability: A M.E.A.S.U.R. E of the impact school counselors have on student achievement. Professional School Counseling, 6(3), 214-221.
14.
Dimmitt, C. ( 2003).Transforming school counseling practice through collaboration and the use of data: A study of academic failure in high school . Professional School Counseling, 6(5), 340-349.
15.
Gibson, S., & Dembo, M.H. ( 1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
16.
Goddard, R. ( 2002). The theoretical and empirical analysis of the measurement of collective efficacy: The development of a short form. Educational and Psychological Measurement, 62, 97-110.
17.
Goddard, R.D., Hoy, W.K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. Journal of Educational Research, 37, 479-507.
18.
Goddard, R.D., & Skrla, L. ( 2006). The influence of school social composition on teachers’ collective efficacy beliefs. Educational Administration Quarterly , 42, 216-235.
19.
Hu, L.T., & Bentler, P.M. ( 1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Palladino-Schultheiss, D.E. ( 2005). University-urban school collaboratives in school counseling . Professional School Counseling, 8(4), 330-336.
22.
Perusse, R., & Goodnough, G.E. (2001). A comparison of existing school counselor program content with the Education Trust initiatives. Counselor Education and Supervision, 41, 100-110.
23.
Ross, J.A., Hogaboam-Gray, A., & Gray, P. ( 2004). Prior student achievement, collaborative school processes, and collective teacher efficacy. Leadership and Policy in Schools, 3(3), 163-188.
24.
Schunk D.H. ( 1987). Peer models and children’s behavioral change . Review of Educational Research, 57, 149-174.
25.
Schunk, D.H., & Meece, J.L. ( 2006). Self-efficacy development in adolescence. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71-96). Greenwich, CT: Information Age.
26.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W.K. ( 1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
27.
Wahlstrom, K.L., & Louis, K.S. ( 2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility . Educational Administration Quarterly, 44(4), 458-495.
