A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers' Sense of Efficacy and Perceived Collective Efficacy of Team Members

Autor/inn/en	Hamm, Jill V.; Lambert, Kerrylin; Little, Todd D.; Farmer, Thomas W.; Harris, Mallory V.
Titel	A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers' Sense of Efficacy and Perceived Collective Efficacy of Team Members
Quelle	In: Elementary School Journal, 122 (2021) 2, S.141-164 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/716898
Schlagwörter	Longitudinal Studies; Interdisciplinary Approach; Grade 6; Middle School Teachers; Self Efficacy; Teacher Attitudes; Interprofessional Relationship; Classroom Techniques + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Klassenführung
Abstract	This study examines the ties of sixth-grade teachers to their interdisciplinary team colleagues and explores the dimensions of their efficacy beliefs for their own and their colleagues' teaching. Teachers (n = 238; 83% female, 88% White) from 26 middle schools completed surveys about the relational aspects of ties to team colleagues, the dimensions of their sense of efficacy for teaching, and their perceptions of team members' collective efficacy at fall, winter, and spring of one school year. Greater tie strength in fall predicted greater relational trust at winter and spring. Tie strength to teammates in fall predicted greater efficacy beliefs for classroom management and collective efficacy across the year, through greater relational trust midway through the year. The findings expand theorizing and reveal organizational processes that may be used to leverage teacher efficacy beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01