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作者 LeDuc, Veronica M
書名 The relation between teachers' perceptions about feedback they receive about their teaching from their principals and colleagues and their perceptions of collective efficacy
國際標準書號 9781109299007
book jacket
說明 211 p
附註 Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2322
Adviser: Carolyn Riehl
Thesis (Ed.D.)--Teachers College, Columbia University, 2009
The purpose of this study was to measure teachers' perceptions about the feedback they receive regarding their teaching from their principals and colleagues and to examine the relation between those perceptions and teachers' perceptions of collective efficacy. This relation was further explored to determine to what extent the relationship between feedback and collective efficacy is explained by other attributes such as teacher and student characteristics, teaching efficacy, and school climate. The study utilized teacher responses to a 75-item questionnaire designed for this study, data from the New York State Department of Education web-site, and data provided by the central office staff of the district studied. A hierarchical multiple regression analysis was used to examine the feedback-collective efficacy relationship in light of gender, grade taught, prior language arts performance, percent of students living in poverty, and school climate perceptions. The data indicated that there was a significant positive relation between feedback and collective efficacy. Thirty-seven percent of the variance in collective efficacy perceptions was explained by feedback. As other predictor variables were taken into consideration, the effect of feedback on collective efficacy was reduced. Grade taught and percent of students living in poverty had a significant negative effect on collective efficacy perceptions, while school climate was significantly positively related to collective efficacy perceptions
The value of this study lay in its potential to provide insight into the relative importance of feedback in teachers' perceptions of the collective efficacy of the teachers in their schools. This information can be useful to policymakers and practitioners in determining whether efforts should be made to enhance mechanisms for providing feedback to teachers in their schools
School code: 0055
Host Item Dissertation Abstracts International 70-07A
主題 Education, Administration
Education, Elementary
Alt Author Teachers College, Columbia University
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