test Browse by Author Names Browse by Titles of Works Browse by Subjects of Works Browse by Issue Dates of Works

Advanced Search
& Collections
Issue Date   
Sign on to:   
Receive email
My Account
authorized users
Edit Profile   
About T-Space   

T-Space at The University of Toronto Libraries >
Department of Curriculum, Teaching and Learning (CTL) >
Faculty (CTL) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/30022

Title: Administrative assignment of teachers in restructuring secondary schools: The effect of out of field course responsibility on teacher efficacy
Authors: Ross, John A.
Cousins, Bradley
Gadalla, Tahany
Hannay, Lynne
Keywords: Teacher efficacy
Teacher leadership
Student learning
Secondary school
Out of field courses
Out of field teaching
High school reform
Subject departments
Cross-curricular innovation
Teacher leadership
Secondary school reform
Student achievement
Self efficacy
Teaching efficacy
Social cognitive theory
Issue Date: 1999
Publisher: Sage
Citation: Ross, J.A., Cousins, J.B., Gadalla, T., & Hannay, L. (1999). Administrative assignment of teachers in restructuring secondary schools: The effect of out of field course responsibility on teacher efficacy. Educational Administration Quarterly, 35, 782-804.
Abstract: 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.
Description: Anne Hogaboam-Gray and Carolyn Brioux assisted in the coding of the courses and in preliminary data analysis.
URI: http://hdl.handle.net/1807/30022
ISSN: 0013-161X [print]
1552-3519 [online]
Appears in Collections:Faculty (CTL)

Files in This Item:

File Description SizeFormat
Ross, Cousins, Gadalla & Hannay 1999.pdf207.33 kBAdobe PDF

Items in T-Space are protected by copyright, with all rights reserved, unless otherwise indicated.