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The influence of positive behavior support on collective teacher efficacy.

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dc.contributor.advisor Saxon, Terrill F.
dc.contributor.author Rentz, Nancy Lee Davis.
dc.contributor.other Baylor University. Dept. of Educational Psychology. en
dc.date.copyright 2007
dc.identifier.uri http://hdl.handle.net/2104/5083
dc.description.abstract The present study examines the influence of positive behavior support on collective teacher efficacy. The sample was 106 high school teachers. Participants completed an internet survey, consisting of descriptive data questions and six instruments [Collective Efficacy, Teachers’ Sense of Efficacy, and the four subscales of the Effective Behavior Support Survey (Classroom Systems, School-wide Systems, Non-classroom Systems and Individual Student Systems)]. It was hypothesized that higher levels of Positive Behavior Support elements would mean higher collective teacher efficacy. Subjects who scored higher on behavior support scales also scored higher on collective teacher efficacy. The data suggest that the constructs of teachers’ perception of collective teacher efficacy and behavior support are correlated, since approximately one-third of the variance of the collective teacher efficacy criterion was accounted for by behavior support predictors. en
dc.rights Baylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission. en
dc.subject Behavior modification. en
dc.subject Classroom management. en
dc.subject Effective teaching. en
dc.subject Teacher effectiveness. en
dc.title The influence of positive behavior support on collective teacher efficacy. en
dc.type Thesis en
dc.description.degree Ph.D. en
dc.rights.accessrights Worldwide access en
dc.contributor.department Educational Psychology. en


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