Teacher Efficacy and Commitment: Relationships to Middle School Culture.Report as inadecuate

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This study examined Georgia middle school teachers' perceptions of their work environment, their perceived efficacy, and organizational commitment. The study included 400 full-time, certified teachers from 40 rural and metropolitan middle schools. Teachers completed a mailed survey that asked about demographics, organizational commitment, perceived efficacy, and the school work culture. Focus groups in two of the schools had teachers discuss variables from the mailed survey to examine possible relationships between all variables in question. A total of 275 teachers responded to the mailed survey. Data analysis indicated that on the surface, school culture was measured through the dimensions of planning, staff development, program development, and assessment of productivity. However, the underlying core assumptions of school culture suggested the interrelated nature of important process and structure variables. Processes included: collaboration; participatory decision making; and supportive administrative leadership. Structures included: encouragement of innovation and risk taking; school goals and planning; and staff development to further goals. The analysis suggested that organizational structure and process variables are positively related to important teacher beliefs such as personal efficacy and organizational commitment. Focus groups supported the quantitative findings. (Contains 1 table and 67 references.) (SM)

Descriptors: Elementary School Teachers, Intermediate Grades, Junior High Schools, Middle School Teachers, Middle Schools, School Culture, Secondary School Teachers, Self Efficacy, Teacher Attitudes, Teacher Effectiveness, Teaching Conditions

Author: Reames, Ellen H.; Spencer, William A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11461&id=ED419793

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