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The Relationship between Means-End Task Analysis and Context-Specific and Global Self-Efficacy in Emergency Certification Teachers: Exploring a New Model of Teacher Efficacy.

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Title: The Relationship between Means-End Task Analysis and Context-Specific and Global Self-Efficacy in Emergency Certification Teachers: Exploring a New Model of Teacher Efficacy.
Language: English
Authors: Henson, Robin K., Bennett, D. Tyson, Sienty, Sarah F., Chambers, Sharon M.
Peer Reviewed: N
Page Count: 44
Publication Date: 2000
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Alternative Teacher Certification, Classroom Techniques, Context Effect, Elementary Secondary Education, Self Efficacy, Task Analysis, Teacher Attitudes, Teacher Competencies
Assessment and Survey Identifiers: Teacher Efficacy Scale
Abstract: While consistently related to positive teacher behaviors and student outcomes, teacher efficacy as a construct is currently the subject of debate. The present study examined a new model of teacher efficacy (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) that proposes to more clearly define important variables and integrate two theoretical traditions in the study of teacher efficacy. A new instrument was developed to assess a means-end task analysis and context specific efficacy, both important parts of the model. Task analysis and both global and context specific efficacy were measured in 109 emergency certification teachers since task analysis may be more explicit for novice teachers. Factor analyses of the global and context specific efficacy measures suggested subtle but important distinctions in constructs related to efficacy. Canonical correlation analysis indicated the importance of personal teaching competence to instructional efficacy judgments and external locus of control to classroom management efficacy. Although task analysis was not found to be a significant predictor of either global or context specific efficacy, exploratory results suggested potential value of task analysis in future assessments of teacher efficacy. General support was found for the Tschannen-Moral et al. model. (Contains 32 references.) (Author/SM)
Entry Date: 2000
Accession Number: ED440974
Database: ERIC
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  Data: The Relationship between Means-End Task Analysis and Context-Specific and Global Self-Efficacy in Emergency Certification Teachers: Exploring a New Model of Teacher Efficacy.
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  Data: <searchLink fieldCode="AR" term="%22Henson%2C+Robin+K%2E%22">Henson, Robin K.</searchLink><br /><searchLink fieldCode="AR" term="%22Bennett%2C+D%2E+Tyson%22">Bennett, D. Tyson</searchLink><br /><searchLink fieldCode="AR" term="%22Sienty%2C+Sarah+F%2E%22">Sienty, Sarah F.</searchLink><br /><searchLink fieldCode="AR" term="%22Chambers%2C+Sharon+M%2E%22">Chambers, Sharon M.</searchLink>
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  Data: 44
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  Data: 2000
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Alternative+Teacher+Certification%22">Alternative Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink>
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  Data: While consistently related to positive teacher behaviors and student outcomes, teacher efficacy as a construct is currently the subject of debate. The present study examined a new model of teacher efficacy (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) that proposes to more clearly define important variables and integrate two theoretical traditions in the study of teacher efficacy. A new instrument was developed to assess a means-end task analysis and context specific efficacy, both important parts of the model. Task analysis and both global and context specific efficacy were measured in 109 emergency certification teachers since task analysis may be more explicit for novice teachers. Factor analyses of the global and context specific efficacy measures suggested subtle but important distinctions in constructs related to efficacy. Canonical correlation analysis indicated the importance of personal teaching competence to instructional efficacy judgments and external locus of control to classroom management efficacy. Although task analysis was not found to be a significant predictor of either global or context specific efficacy, exploratory results suggested potential value of task analysis in future assessments of teacher efficacy. General support was found for the Tschannen-Moral et al. model. (Contains 32 references.) (Author/SM)
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  Data: 2000
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      – Text: English
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      Pagination:
        PageCount: 44
    Subjects:
      – SubjectFull: Alternative Teacher Certification
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Task Analysis
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Teacher Efficacy Scale
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      – TitleFull: The Relationship between Means-End Task Analysis and Context-Specific and Global Self-Efficacy in Emergency Certification Teachers: Exploring a New Model of Teacher Efficacy.
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            NameFull: Sienty, Sarah F.
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            NameFull: Chambers, Sharon M.
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