Impact of Middle Grades' Organization on Teacher Efficacy and Environmental Perceptions

Middle grades' organizational patterns and their impact on teachers' efficacy and perceptions of their working environment were examined. The participants were 82 8th-grade teachers who were surveyed about their teaching efficacy and perceptions of their working environment. Instruments us...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1997-05, Vol.90 (5), p.301-308
Main Authors: Warren, Louis L., Payne, Beverly D.
Format: Article
Language:English
Subjects:
Academic Achievement
Biological and medical sciences
Child development
Classroom Techniques
Classrooms
Collaboration
Curricula
Data Analysis
Decision Making
Education
Educational Change
Educational psychology
Elementary school teachers
Fundamental and applied biological sciences. Psychology
Goal setting
Grade 8
Interdisciplinary Approach
Interdisciplinary aspects
Intermediate Grades
Junior High Schools
Middle School Teachers
Middle Schools
Multidisciplinary teams
Organizational change
Perception
Perceptions
Perceptual organization
Planning
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Public schools
Questionnaires
School employees
School Organization
Self Efficacy
Student Behavior
Students
Teacher
Teacher Attitudes
Teacher Collaboration
Teacher Effectiveness
Teacher organizations
Teacher Student Relationship
Teachers
Teaching
Teaching Conditions
Teams
Teenagers
Towns
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Middle grades' organizational patterns and their impact on teachers' efficacy and perceptions of their working environment were examined. The participants were 82 8th-grade teachers who were surveyed about their teaching efficacy and perceptions of their working environment. Instruments used were the Teacher Efficacy Scale and the Teacher Opinion Questionnaire. Results of the study showed that teachers on interdisciplinary teams with common planning time had significantly higher perceptions of personal teacher efficacy and more positive perceptions of their working environment than did teachers on interdisciplinary teams without common planning time or teachers who were organized departmentally. The findings failed to support a difference in general teacher efficacy among the organizational patterns.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1997.10544586