{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/78493"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/78493","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"The Relationship between Collective Teacher Efficacy & School-Level Reading and Mathematics Achievement: A Meta-Regression using Robust Variance Estimation","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Norris, Benjamin"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Lee, Jaekyung","Counseling, School and Educational Psychology"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-10-26T02:54:15Z","date_published":"2018-10-26T02:54:15Z","updated_at":"2026-07-27T19:05:09Z","subjects":["educational psychology"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/78493","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lee, Jaekyung","Counseling, School and Educational Psychology"]},{"key":"dc:creator","label":"Author","values":["Norris, Benjamin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-10-26T02:54:15Z","2018","2018-07-10 12:47:13"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/78493"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Collective teacher efficacy (CTE) refers to a group of teachers’ shared belief in their capabilities to teach their students and help their students succeed academically (Bandura, 1997; Goddard & Goddard, 2001). Research has suggested that schools that have higher levels of collective teacher efficacy tend to have higher school-level academic achievement (e.g., Goddard, LoGerfo, & Hoy, 2004; Tschannen-Moran & Barr, 2004). The purpose of this meta-analysis is to synthesize the results from 24 unique studies that examined the relationship between CTE and school-level math and reading achievement. In particular, robust variance estimation (RVE) techniques were utilized to address the issue of correlated effect sizes.It was hypothesized that schools with higher levels of CTE tend to have higher levels of school-level math and reading achievement. This hypothesis was confirmed, and the mean correlation was large (r = .54). However, there was no statistically significant difference between the correlation between CTE and school-level reading achievement versus the correlation between CTE and school-level math achievement. It was also hypothesized that publication type, school institution (elementary vs. secondary), number of schools surveyed, number of teachers surveyed, type of CTE instrument used, when the CTE instrument was administered (before or after academic achievement was measured), operationalization of academic achievement (school mean achievement score vs. school passing rate), country of origin, year of publication, and school-level socioeconomic status might serve as variables that moderate the relationship between CTE and school-level achievement. Of these variables, only country of origin was a statistically significant moderator. In general, studies that were conducted outside the United States tended to have lower correlations between CTE and school level achievement."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Relationship between Collective Teacher Efficacy & School-Level Reading and Mathematics Achievement: A Meta-Regression using Robust Variance Estimation"]}]}],"canonical_facts":{"dc:contributor":["Lee, Jaekyung","Counseling, School and Educational Psychology"],"dc:creator":["Norris, Benjamin"],"dc:date":["2018-10-26T02:54:15Z","2018","2018-07-10 12:47:13"],"dc:description":["Ph.D.","Collective teacher efficacy (CTE) refers to a group of teachers’ shared belief in their capabilities to teach their students and help their students succeed academically (Bandura, 1997; Goddard & Goddard, 2001). Research has suggested that schools that have higher levels of collective teacher efficacy tend to have higher school-level academic achievement (e.g., Goddard, LoGerfo, & Hoy, 2004; Tschannen-Moran & Barr, 2004). The purpose of this meta-analysis is to synthesize the results from 24 unique studies that examined the relationship between CTE and school-level math and reading achievement. In particular, robust variance estimation (RVE) techniques were utilized to address the issue of correlated effect sizes.It was hypothesized that schools with higher levels of CTE tend to have higher levels of school-level math and reading achievement. This hypothesis was confirmed, and the mean correlation was large (r = .54). However, there was no statistically significant difference between the correlation between CTE and school-level reading achievement versus the correlation between CTE and school-level math achievement. It was also hypothesized that publication type, school institution (elementary vs. secondary), number of schools surveyed, number of teachers surveyed, type of CTE instrument used, when the CTE instrument was administered (before or after academic achievement was measured), operationalization of academic achievement (school mean achievement score vs. school passing rate), country of origin, year of publication, and school-level socioeconomic status might serve as variables that moderate the relationship between CTE and school-level achievement. Of these variables, only country of origin was a statistically significant moderator. In general, studies that were conducted outside the United States tended to have lower correlations between CTE and school level achievement."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/78493"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["educational psychology"],"dc:title":["The Relationship between Collective Teacher Efficacy & School-Level Reading and Mathematics Achievement: A Meta-Regression using Robust Variance Estimation"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:09Z"}