This study investigated the elementary school teachers¡¦instructional efficacy in Taiwan. Research variable consist of teachers¡¦background variable such as gender ,marriage status ,educational background,years of teaching ,and administratived duty and school environment variables such as school size and school location. A questionnaire was constructed to collect the information concerning the language teachers¡¦instructional efficacy. A total of 350 elementary school language teachers in Pin-Tung County,Taiwan were selected as subjects by means of a stratified random sampling approach. Survey data were statisfically analyzed,and the research hypotheses were tested.The results indicate that the level of overall instructional efficacy of elementary school language teachers was above average and that some domain¡¦s of teachers¡¦instructional efficacy were affected by the factors of teachers¡¦gender and schools¡¦locales.

A longitudinal study was conducted to investigate the relationship between teachers’ perceptions of leadership capabilities and teachers’ efficacy beliefs in the context of their participation in a technology integration project. Participants included seventeen elementary school teachers and seven administrators in a school district located in the southwestern United States. Qualitative and quantitative methodologies were utilized over the course of the three and a half year project. Bandura’s (1997) social cognitive theory served as the framework for defining self-efficacy and explaining the potential influences of empowerment on teacher efficacy. Since the goal was to understand and describe the relationship between participation in the district project and the teachers’ efficacy beliefs, a qualitative research approach was chosen. Descriptive information related to teachers’ experiences and perceptions were gathered through observations of team meetings and interviews with teachers and administrators. All of the notes from the interviews and observations were transcribed using the constant comparative method of qualitative data analysis. Quantitative analyses were conducted to investigate the fluctuation of teacher efficacy over the course of the project. Teacher efficacy was measured at three points: prior to participation, at the end of the planning stage and after implementation of the technology in the classrooms. Qualitative results indicated that participation in the technology integration project did not have a positive effect on teachers’ perceptions of their leadership capabilities. Interview data included multiple reports of teachers’ negative feelings of empowerment and leadership opportunities. Four of the seven administrators supported the teachers’ position that leadership was not developed. Three of the administrators felt that leadership was developed but no support was provided for their assertion. Quantitative results found no statistical difference in general teaching efficacy. An increase in personal teaching efficacy was evident between the second and third administrations of the TES. The qualitative data provided an explanation for this increase. The qualitative data revealed that the addition of new technology tools allowed these teachers to develop new teaching methods. This in turn allowed the TIP teachers to reach more students which led to an increase in personal teacher efficacy.

The primary purposes of this study were to discover any connections between leadership effectiveness and collective efficacy from campuses in the Katy Independent School District. It also was designed to discover other possible connections between teacher demographic variables and collective efficacy. The research study for leadership was based on the leadership work of Kouzes and Posner and the survey they created, the Leadership Practices Inventory (LPI). The collective efficacy piece was based on the work of Roger Goddard and his work on the collective efficacy survey for school personnel. Leadership effectiveness had a low positive correlation on collective efficacy. All five practices also had a low positive correlation on collective efficacy. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Encourage Others to Act, and Encourage the Heart. The Challenge the Process practice had the highest correlation on collective efficacy. Each of the practices had breaks at the 30th and 70th percentile groups based on Kouzes and Posner’s norming group of approximately 18,000 participants. Schools scoring in the below the 30th percentile group in the Model the Way practice werestatistically significantly different than schools scoring in the middle or upper ranges. Schools scoring in the below the 30th percentile group in the Encourage Others to Act practice were statistically significantly different than those scoring in the middle or upper groups as well. There were no other practices showing significant differences in their respective groups. Most length of employment variables showed a low correlation on leadership effectiveness and collective efficacy. Length of employment in Katy ISD had a moderate negative correlation on leadership effectiveness. The researchers categorize schools as schools with high or low collective efficacy based on the teacher comments. High collective efficacy schools commented that they worked as teams and had administrative support. Lower collective efficacy schools mentioned administrative constraints, home life issues, lower administrative support, and lower discipline. The schools were categorized as positive leadership mentioned administrative support, encouragement, and principals who listened. In more negative leadership schools, teachers commented about communication problems and minimal rewards.

The primary purpose of this study was to investigate the collective efficacy of teachers at Heritage Middle School in the East Central Independent School District in San Antonio, Texas, and to determine the relationship between selected demographic variables and the teachers' collective efficacy. The variables included teachers' ethnicity, gender, years of teaching at Heritage Middle School in the East Central Independent School District, total years of teaching, and highest degree earned. The researcher used the collective efficacy survey short form instrument developed by Roger D. Goddard to assess the campus's collective efficacy survey. Answers to the following questions were sought in this study. The first question studied was, "What is the perceived collective efficacy as reported by teachers at Heritage Middle School, East Central Independent School District in San Antonio, Texas?" The results of the study indicated that the teachers who participated in the study all mildly agreed that they had the ability to make all the students at Heritage Middle School successful. The second question studied was, "What is the relationship between selected demographic variables and the perceptions of the teachers regarding collective efficacy at Heritage Middle School, East Central Independent School District in San Antonio, Texas?" The results indicated that there were no statistically significant differences between the variables of gender, ethnicity, length of time in the classroom, length of time in the district, and length of time in the profession and the teachers' collective efficacy. During the 10 years that the Heritage Middle School has been in operation, there have been six different principals resulting in six different approaches to the management of the school. No research was found that explains how a school's collective efficacy is affected when there are numerous administrative changes. Further research that examines the relationship between stability of leadership and collective efficacy of teachers is needed.

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Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xii, 222 p. Includes abstract. Includes bibliographical references (p. 142-150).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (M.A.)--York University, 2000. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 126-139). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ59553.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 62-69).

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 53 p. Includes abstract. Includes bibliographical references (p. 37-44).