Assesing the instructional leadership's and academic heterogeneity's influence over teachers' efficacy beliefs

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A better understanding of how principals can influence teacher’s efficacy beliefs and educational efforts is useful for practice and research. School leaders are recognized of being able to install optimistic ‘operative cultures’ in their schools that spur teaching among teachers. At the same time, teachers adjust their efforts to the expectations they have about the academic composition of their students. Both processes influence the teachers’ efficacy beliefs at collective and individual levels. The purpose of this work is to offer a model that can explain how teachers change their self-efficacy beliefs. A viable causal model between instructional leadership and academic heterogeneity and how both affect the teachers’ efficacy beliefs is tested. The cross-sectional design controlled structural social characteristics by sampling in Chile’s Araucanía characterized as the poorest region, with highest indigenous students’ proportion and rural schools. A sample of 366 teachers answered a questionnaire and secondary available data of the students were combined. A SEM confirmatory analysis showed a mediated effect of the leadership through collective efficacy (0.702) over teacher self-efficacy (0.617) but no other significant influences. This study helps to understand how principals can enforce socio-cognitive consensual scripts in the faculty, that prescribes shared efforts and expectations.
Tesis (Doctor en Ciencias de la Educación)--Pontificia Universidad Católica de Chile, 2016