Teacher Empowerment & Sense of Teacher Efficacy
What Matters Most in Achieving Outcomes?
“The belief one has to accomplish what one sets
out to do”
Empirical Findings
Teacher
Efficacy
Teacher
Empowerment
Achievement
√
√
Social Support,
Respect,
Professionalism
√
√
Decision-Making
√
√
Collaboration &
Collegiality
√
√
Leadership Behavior
√
√
Professional
Development/Growth
√
√
Teacher Commitment
√
√
Variable
Teacher Empowerment & Sense of Teacher Efficacy
• Responsibility of Educational Leaders: To
Explore the Organizational Operations in
Schools for their Support of Self-Efficacy in
Teachers & Collective Efficacy among Staff
• Teacher Efficacy: “teachers beliefs about their
capability to impact students’ motivation and
achievement” (Moran & Hoy, 2002 p.2)
• 30% of the Variance in Learning (Hattie, 2003)
Teacher Empowerment & Sense of Teacher Efficacy
• How does the organizational design and operations in
schools influence the sense of efficacy among
teachers?
• Operational Definition of Teacher Empowerment
– The enabling capacity of the organizational and
operational qualities of a school to support the growth of
teacher self-efficacy & collective efficacy.
– Beliefs: Although self & collective efficacy have a
relationship of reciprocal causation, it is possible to have
substantial self-efficacy & inadequate collective efficacy.
Philanthropic Leadership (for empowerment) is critical in
fostering the climate/culture to support self & collective
efficacy.
Teacher Empowerment & Sense of Teacher Efficacy
Empowering Support for Efficacy
• The perceived level of empowerment in teachers
will contribute to, or detract from, their level of
self-efficacy & the organization’s degree of
collective efficacy.
Teacher Empowerment & Sense of Teacher Efficacy
Theoretical Background for Teacher Efficacy
• Social Learning Theory (Rotter, 1966)
– Attribution Theory
– Locus of Control Rand Studies
• Internal vs. External Locus
• GTE, PTE & TE
• Findings: Student Achievement & Teacher FollowThrough of Implementation
Teacher Empowerment & Sense of Teacher Efficacy
Theoretical Background for Teacher Efficacy
• Social Cognitive Theory (Bandura, 1977; 1997)
– Self-Efficacy Theory / Collective Efficacy
• Outcome Expectations
• Self-Efficacy Expectations
– Difficulty of the Task Analysis
– 4 Sources for Self-Efficacy Appraisal
•
•
•
•
Personal Mastery
Vicarious Experience
Social/Verbal Persuasion
Physiological & Affective Ques
Teacher Empowerment & Sense of Teacher Efficacy
Theoretical Background for Teacher Empowerment
• Structural Power in Organizations (Kanter, 1977)
– Kanter’s Perspective
– Rossenwasser Perspective
– Covey Perspective
– Bandura: “Empowerment is not something bestowed
through edict…It is gained through the development
of self-efficacy”(1997, p.476)
Teacher Empowerment & Sense of Teacher Efficacy
Triadic Reciprocal Causation
Theoretical Model of Empowerment & Self-Efficacy
Shared
Decision
Making
Collective
Efficacy
Personal
Mastery
Professional
Growth
Vicarious
Experience
Perceived
Organizational
Empowerment
Student
Achievement
Status
Verbal
Persuasion
Impact
Affective
Cues
Autonomy
SDM=Shared Decision Making
PG=Professional Growth
Perceived
Self-Efficacy
Team 1: Operational Support for Empowerment
Shared DM
Prof. Growth
Status
Impact
Autonomy
Team 2: Operational Support for Collective Efficacy
Pers. Mastery
Vicarious Exp.
Verbal Pers.
Affective Sens.
Empowerment/Efficacy Model
SDM
Mastery
Collective
Efficacy
PG
*
Vicarious
Perceived
Organizational
Empowerment
Status
Student
Achievement
*
Persuasion
Impact
Perceived
Self-Efficacy
*
Autonomy
*
SDM=Shared Decision Making
PG=Professional Growth
Affective