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Journal for Effective Schools

Volume 11, Number 1

Table 1. Means, Standard Deviations, and Loadings for the Teacher Efficacy Scales M

SD

Factor loading

Teacher efficacy to enlist administrative directiona 330. The principal lets the staff know what is expected of them. 331. The administration’s behavior toward the staff is supportive and encouraging 337. My principal enforces school rules for student conduct and backs me up when I need it. 340. The principal knows what kind of school he or she wants and has communicated it to the staff. 342. In this school, staff members are recognized for a job well done.

3.31 3.46

.65 .73

.81

3.34

.84

.79

3.39

.80

.78

3.37 2.98

.80 .87

.83 .71

Collective efficacy – Teachers’ influence on decision makingb 312. Establishing curriculum 313. Determining the content of in-service professional development programs 314. Evaluating teachers 315. Hiring full-time teachers 316. Setting discipline policy 317. Deciding how the school budget will be spent

2.18 2.82

.61 .94

.54

2.47 1.70 1.84 2.39 1.83

.90 .81 .90 .93 .85

.62 .71 .72 .67 .68

Teacher efficacy for classroom managementc 319. Selecting content, topics, and skills 320. Selecting teaching techniques 321. Evaluating and grading students 322. Disciplining students 323. Determining the amount of homework

3.57 3.13 3.17 3.74 3.51 3.75

.46 .94 .57 .53 .67 .55

.62 .78 .78 .60 .73

Scale and questions

Note. n = 35,910. Numbers beside items refer to the variable names in the Schools and Staffing Survey 2003-04 teacher dataset. aResponse choices for these items were reversed for consistency with the scale and ranged from 1 (strongly disagree) to 4 (strongly agree). bResponse choices for these items ranged from 1 (no influence) to 4 (a great deal of influence). cResponse choices for these items ranged from 1 (no control) to 4 (a great deal of control).

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Journal for Effective Schools - Spring 2013  

Vol. 11, #1