The Relationship between Middle School Culture and Teacher Efficacy and Commitment.Report as inadecuate

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This paper explores the relationship between the culture of the middle school and teachers' sense of efficacy and commitment. A total of 275 middle-school teachers in Georgia, representing 40 schools divided equally among rural and urban contexts, completed a 4-part instrument designed to measure perceptions of school-work culture, organizational commitment, and teacher efficacy. School-work culture was operationalized by "The School Work Culture Profile" (Snyder, 1988) which consists of 4 subscales: organizational planning, staff development, program development, and school assessment. Teacher efficacy was measured by Gibson and Dembo's (1984) "Teacher Efficacy Scale," while teacher commitment was assessed with the "Organizational Commitment Questionnaire" (Porter, Steers, Mowday and Boulian, 1974). Using canonical correlation, the responses were analyzed to investigate the relationship between school-work culture process and structure variables on the one hand and teacher beliefs of efficacy and commitment on the other. The results reveal that all four dimensions of school-work culture were approximately equally important in explaining differences in teacher commitment and efficacy. However, these dimensions were more strongly related to the level of organizational commitment than they were to personal efficacy. General teaching efficacy was determined as not being related to the work-culture dimensions. Analysis of focus groups supported the statistical results. (Author/RJM)

Descriptors: Classroom Environment, Educational Environment, Middle School Teachers, Middle Schools, Teacher Attitudes, Teacher Effectiveness, Work Attitudes

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


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