| dc.description.abstract | The purpose of the study was to investigate relationships among teacher selfefficacy,
trust, and collective efficacy among teachers in a southwest Texas school
district. The research included three established surveys combined to create a single
survey. A multivariate analysis of variance was conducted to analyze the data from the
survey.
The study analyzed the results of surveys completed by 746 teachers. The
surveys completed were the Teachers’ Sense of Self-Efficacy Scale, Collective Efficacy
Scale, and Omnibus T-Scale. Factors considered in the analysis of data included gender,
number of years of experience, ethnicity, and the level of mentorship provided. A
multivariate analysis of variance was conducted to assess if differences exist in the
Teachers’ Sense of Self-Efficacy Scale subscales of student engagement, instructional
strategies, classroom management, Omnibus T-Scale subscale of trust in principal, trust
in colleagues, trust in clients, and collective efficacy between schools. The results
suggest that simultaneous differences exist in dependent variables between schools.
However, further analysis also showed all schools with the exception of one scored
higher than 84 percent of the standardized school sample in trust in students’ ability to
perform. In comparing survey responses across teacher demographics, results showed
gender differences in trust in principal, trust in clients, and collective efficacy. When
comparing the responses to national averages, the results were as follows: self-efficacy
showed patterns that were below average, trust showed patterns that were above average,
and collective efficacy was average.
This research study contributes to the theoretical rationale explaining the
relationship between self-efficacy, collective efficacy, and trust. Further research could
be done in the area for school administrators to improve student achievement through
working to raise collective efficacy beliefs and trust of their faculty. | en |
