LEADER 00000nam  2200337   4500 
001    AAI3367063 
005    20100706101903.5 
008    100706s2009    ||||||||||||||||| ||eng d 
020    9781109267037 
035    (UMI)AAI3367063 
040    UMI|cUMI 
100 1  Eginli, Ilknur 
245 10 Principal leadership and teacher commitment to the 
       profession: The mediating role of collective efficacy and 
       teacher efficacy 
300    146 p 
500    Source: Dissertation Abstracts International, Volume: 70-
       07, Section: A, page: 2316 
500    Adviser:   Rebecca K. Fox 
502    Thesis (Ph.D.)--George Mason University, 2009 
520    The purpose of this study was to investigate relationship 
       among principal leadership, collective efficacy, teacher 
       efficacy and teacher commitment to the profession. For 
       this investigation, three mediation models were 
       hypothesized and tested. The design of this study utilized
       a six page survey to in-service teachers who enrolled in a
       Master's program. Teachers (N = 260) responded to the 
       survey consisted of four scales on the variables of 
       principal leadership, collective efficacy, teacher 
       efficacy, and teacher commitment to the profession. 
       Quantitative analysis involved examining preliminary 
       analyses, descriptive statistics and four hypotheses 
       testing. Data were analyzed using Baron and Kenny's (1986)
       meditational testing. The first hypothesis was partially 
       supported for most of the study variables had positive 
       significant associations. The data partially supported the
       first mediation model when collective efficacy was 
       hypothesized to be the mediator of principal leadership 
       and teacher commitment to the profession. The third and 
       fourth hypotheses were not supported when general teacher 
       efficacy and personal teacher efficacy hypothesized to be 
       the mediator of principal leadership and teacher 
       commitment to the profession 
520    By hypothesizing collective efficacy and teacher efficacy 
       to teacher commitment to the profession, this study has 
       added to a growing awareness of the important influence of
       principal leadership to teacher commitment to the 
       profession. Also, the lack of association between self 
       efficacy and principal leadership in relation to teachers'
       commitment to the profession was a substantial addition to
       teacher efficacy, principal leadership and teacher 
       commitment literature. Additional research is needed to 
       (a) assess causal relations between other personal and 
       organizational factor measures, (b) describe the 
       differences in teacher commitment among teachers who have 
       a Master's degree, are earning a Master's degree, and 
       those who have not earned a Master's degree 
590    School code: 0883 
650  4 Education, Administration 
650  4 Education, Teacher Training 
690    0514 
690    0530 
710 2  George Mason University 
773 0  |tDissertation Abstracts International|g70-07A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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