Purpose
The impact of teachers’ efficacious beliefs on achievement in technical high schools required further investigation. This study examined the collective-efficacy beliefs of academic and trade departments in 17 Connecticut technical high schools and the relationship between those beliefs and student achievement.
Method
The collective-efficacy beliefs of 730 teachers were measured through use of the Collective Teacher-Efficacy Belief Scale. Perceptions of influence over instruction, discipline, and overall efficacy were obtained. A sample of 2,592 students was used to obtain achievement data in mathematics, science, reading, and writing on the Connecticut Academic Performance Test. Multiple regression analysis was used to determine correlations between collective-efficacy beliefs and achievement. A confirmatory factor- analysis was completed to assure the reliability of the test instrument.
Results
A significant relationship was evidenced between teacher perceptions of collective-efficacy and student achievement in mathematics, science, reading, and writing. Achievement in math and science were most effectively predicted by the collective teacher beliefs around school discipline. Reading and writing achievement were most effectively predicted by the overall perceptions of teachers’ collective- efficacy. Additionally, the results supported the relationship between socioeconomic status of schools and student achievement. Collective-efficacy beliefs about student discipline were lower at schools that served students of lower socioeconomic status. The Collective-Efficacy Belief Scale met confirmatory factor analysis examination. All but one item loaded under expected components of Instruction and Discipline.
Conclusions
The collective-efficacy beliefs of educators were important considerations as school leaders develop safe, orderly, and productive learning environments. Since efficacy around behavior was particularly influential, leaders need to ensure disciplinary control. Organizations need to provide explicit opportunities for teachers and administrators to measure and develop their sense of efficacy and beliefs about student learning as a key component of reflective school practice.
","abstract_html":"<p>Purpose</p> <p>The impact of teachers’ efficacious beliefs on achievement in technical high schools required further investigation. This study examined the collective-efficacy beliefs of academic and trade departments in 17 Connecticut technical high schools and the relationship between those beliefs and student achievement.</p> <p>Method</p> <p>The collective-efficacy beliefs of 730 teachers were measured through use of the Collective Teacher-Efficacy Belief Scale. Perceptions of influence over instruction, discipline, and overall efficacy were obtained. A sample of 2,592 students was used to obtain achievement data in mathematics, science, reading, and writing on the Connecticut Academic Performance Test. Multiple regression analysis was used to determine correlations between collective-efficacy beliefs and achievement. A confirmatory factor- analysis was completed to assure the reliability of the test instrument.</p> <p>Results</p> <p>A significant relationship was evidenced between teacher perceptions of collective-efficacy and student achievement in mathematics, science, reading, and writing. Achievement in math and science were most effectively predicted by the collective teacher beliefs around school discipline. Reading and writing achievement were most effectively predicted by the overall perceptions of teachers’ collective- efficacy. Additionally, the results supported the relationship between socioeconomic status of schools and student achievement. Collective-efficacy beliefs about student discipline were lower at schools that served students of lower socioeconomic status. The Collective-Efficacy Belief Scale met confirmatory factor analysis examination. All but one item loaded under expected components of Instruction and Discipline.</p> <p>Conclusions</p> <p>The collective-efficacy beliefs of educators were important considerations as school leaders develop safe, orderly, and productive learning environments. Since efficacy around behavior was particularly influential, leaders need to ensure disciplinary control. Organizations need to provide explicit opportunities for teachers and administrators to measure and develop their sense of efficacy and beliefs about student learning as a key component of reflective school practice.</p>","abstract_has_math":false,"creators":["Tralli, Rosemary"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Leadership PhD","degree_department":null,"school":null,"contributors":["James A. Tucker","Kristin Stehouwer","Gary Gifford"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T00:53:24Z","subjects":["Students","Achievement","High School","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/1711","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James A. Tucker","Kristin Stehouwer","Gary Gifford"]},{"key":"dc:creator","label":"Author","values":["Tralli, Rosemary"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-04-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership PhD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Students","Achievement","High School","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/1711"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Purpose
The impact of teachers’ efficacious beliefs on achievement in technical high schools required further investigation. This study examined the collective-efficacy beliefs of academic and trade departments in 17 Connecticut technical high schools and the relationship between those beliefs and student achievement.
Method
The collective-efficacy beliefs of 730 teachers were measured through use of the Collective Teacher-Efficacy Belief Scale. Perceptions of influence over instruction, discipline, and overall efficacy were obtained. A sample of 2,592 students was used to obtain achievement data in mathematics, science, reading, and writing on the Connecticut Academic Performance Test. Multiple regression analysis was used to determine correlations between collective-efficacy beliefs and achievement. A confirmatory factor- analysis was completed to assure the reliability of the test instrument.
Results
A significant relationship was evidenced between teacher perceptions of collective-efficacy and student achievement in mathematics, science, reading, and writing. Achievement in math and science were most effectively predicted by the collective teacher beliefs around school discipline. Reading and writing achievement were most effectively predicted by the overall perceptions of teachers’ collective- efficacy. Additionally, the results supported the relationship between socioeconomic status of schools and student achievement. Collective-efficacy beliefs about student discipline were lower at schools that served students of lower socioeconomic status. The Collective-Efficacy Belief Scale met confirmatory factor analysis examination. All but one item loaded under expected components of Instruction and Discipline.
Conclusions
The collective-efficacy beliefs of educators were important considerations as school leaders develop safe, orderly, and productive learning environments. Since efficacy around behavior was particularly influential, leaders need to ensure disciplinary control. Organizations need to provide explicit opportunities for teachers and administrators to measure and develop their sense of efficacy and beliefs about student learning as a key component of reflective school practice.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Collective-Efficacy and Student Achievement in Vocational/Technical High Schools"]}]}],"canonical_facts":{"dc:contributor":["James A. Tucker","Kristin Stehouwer","Gary Gifford"],"dc:creator":["Tralli, Rosemary"],"dc:date.available":["2020-04-12T07:00:00Z"],"dc:description.abstract":["Purpose
The impact of teachers’ efficacious beliefs on achievement in technical high schools required further investigation. This study examined the collective-efficacy beliefs of academic and trade departments in 17 Connecticut technical high schools and the relationship between those beliefs and student achievement.
Method
The collective-efficacy beliefs of 730 teachers were measured through use of the Collective Teacher-Efficacy Belief Scale. Perceptions of influence over instruction, discipline, and overall efficacy were obtained. A sample of 2,592 students was used to obtain achievement data in mathematics, science, reading, and writing on the Connecticut Academic Performance Test. Multiple regression analysis was used to determine correlations between collective-efficacy beliefs and achievement. A confirmatory factor- analysis was completed to assure the reliability of the test instrument.
Results
A significant relationship was evidenced between teacher perceptions of collective-efficacy and student achievement in mathematics, science, reading, and writing. Achievement in math and science were most effectively predicted by the collective teacher beliefs around school discipline. Reading and writing achievement were most effectively predicted by the overall perceptions of teachers’ collective- efficacy. Additionally, the results supported the relationship between socioeconomic status of schools and student achievement. Collective-efficacy beliefs about student discipline were lower at schools that served students of lower socioeconomic status. The Collective-Efficacy Belief Scale met confirmatory factor analysis examination. All but one item loaded under expected components of Instruction and Discipline.
Conclusions
The collective-efficacy beliefs of educators were important considerations as school leaders develop safe, orderly, and productive learning environments. Since efficacy around behavior was particularly influential, leaders need to ensure disciplinary control. Organizations need to provide explicit opportunities for teachers and administrators to measure and develop their sense of efficacy and beliefs about student learning as a key component of reflective school practice.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/1711"],"dc:subject":["Students","Achievement","High School","Secondary Education"],"dc:title":["The Relationship Between Collective-Efficacy and Student Achievement in Vocational/Technical High Schools"],"thesis:degree_discipline":["Leadership PhD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:53:24Z"}