This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ross, J. A. Articles by Hannay, L. Search for Related Content Social Bookmarking                         What's this?

Administrative Assignment of Teachers in Restructuring Secondary Schools: The Effect of Out-of-Field Course Responsibility on Teacher Efficacy

J. Bradley Cousins

Tahany Gadalla

Lynne Hannay

Previous studies have treated teacher efficacy as a unitary trait without considering how teachers’expectations of their ability to produce student learning varies within teaching assignments. In this study, teachers in nine restructuring secondary schools in one district estimated their ability to perform common teaching tasks in four of the courses they expected to teach in the coming school year. Although the portion of the variance explained was small, the study found that teacher efficacy was lower for courses outside the teacher’s subject. The effects of teaching outside one’s area were greater than the effects of track and grade—two course characteristics that have been linked to teacher efficacy in previous research. This study also found that teacher efficacy was influenced by teacher leadership roles. Teachers who were expected to promote student learning across subjects had lower teacher efficacy than teachers in traditional positions of added responsibility (department heads) and teachers who were not in leadership positions.

Educational Administration Quarterly, Vol. 35, No. 5, 782-805 (1999)
DOI: 10.1177/00131619921968824


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?