Page 69

Journal for Effective Schools

Volume 11, Number 1

Table 2. Means, Standard Deviations, and Loadings for Items on Commitment to Teaching Scale Scale and questions

Factor loading

M

SD

Commitment to teaching 349. I sometimes feel it is a waste of time to try to do my best as a teacher.a 350. I am generally satisfied with being a teacher at this school.b 382. If you could go back to your college days and start over again, would you become a teacher?c

3.54

.63

1.57 1.49

.87 .71

.64 .67

2.10

1.18

.75

383. How long do you plan to remain in teaching?d

1.69

.78

.71

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 this item ranged from 1 (strongly agree) to 4 (strongly disagree). bResponse choices for this item were reversed for consistency with the scale and range from 1 (strongly disagree) to 4 (strongly agree). cResponse choices for this item were reversed for consistency with the scale and ranged from 1 (certainly would not become a teacher) to 5 (certainly would become a teacher). dResponse choices for this item were reversed for consistency with the scale and ranged from 1 (definitely plan to leave teaching as soon as I can) to 4 (as long as I am able). Table 3. Correlations among Commitment to Teaching and Teacher Efficacy Scales Scale 1 2 1. Commitment to Teaching 2. Teacher Efficacy to Enlist Administrative Direction 3. Collective Efficacy—Teachers’ Influence on Decision Making 4. Teacher Efficacy for Classroom Management Note. n = 35,910. *Correlation is significant at .01, two–tailed.

.36* —

3

4

.27* .38* —

.19* .20* .27* —

Table 4. Means, Standard Deviations, and Loadings for the Principal Efficacy Scales Scale and questionsa Curriculum and standards influence 062. Setting performance standards for students (principal). 063. Setting performance standards for students (teachers). 069. Establishing curriculum (principal). 070. Establishing curriculum (teachers).

M 3.39 3.37 3.36 3.40 3.44

SD .62 .76 .79 .72 .73

Policy influence 098. Setting discipline policy (principal).

3.85

.41

Factor loading .83 .85 .84 .81

Spending influence 105. Influence on spending (principal). 3.56 .67 Note. n = 7,900. Numbers beside items refer to the variable names in the Schools and Staffing Survey 2003-04 principal dataset. aResponse choices for these items were reversed for consistency with the scale and ranged from 1 (no influence) to 4 (major influence). 59

Journal for Effective Schools - Spring 2013  

Vol. 11, #1