This study examined the relationship between teacher efficacy as measured by teachers' responses to the Ohio State Teacher Efficacy Scale (OSTES) and their students' achievement gains on curriculum-based measures (CBM). The study also examined the relationship between teacher efficacy and years of teach ing experience. A total of sixty-eight second through sixth grade teachers, from a medium-sized elementary school district in central California, completed the OSTES and reported their years of teaching experience. Reading and mathematics scores were obtained for fall and spring CBM administrations for each of the participating teachers' classrooms. The difference between spring and fall CBM reading and mathematics scores constituted the gain scores for each of the 970 students in these teachers · classrooms. These scores were averaged to produce a mean gain score for each classroom. Linear regression analysis using total OSTES scores as well as OSTES subscale scores as predictor variables and CBM reading and mathematics mean gain scores as criterion variables produced non-significant results. Linear regression using 24 individual OSTES scores as predictor variables and CBM reading and mathematics mean gain scores as criterion variables produced one significant finding. Two OSTES items were significantly correlated with participant teachers' years of teaching experience. Findings were discussed in terms of design characteristics of the study and item wording of the OSTES. Recommendations were made for educational administration as well as for future research.
","abstract_html":"<p>This study examined the relationship between teacher efficacy as measured by teachers' responses to the Ohio State Teacher Efficacy Scale (OSTES) and their students' achievement gains on curriculum-based measures (CBM). The study also examined the relationship between teacher efficacy and years of teach ing experience. A total of sixty-eight second through sixth grade teachers, from a medium-sized elementary school district in central California, completed the OSTES and reported their years of teaching experience. Reading and mathematics scores were obtained for fall and spring CBM administrations for each of the participating teachers' classrooms. The difference between spring and fall CBM reading and mathematics scores constituted the gain scores for each of the 970 students in these teachers · classrooms. These scores were averaged to produce a mean gain score for each classroom. Linear regression analysis using total OSTES scores as well as OSTES subscale scores as predictor variables and CBM reading and mathematics mean gain scores as criterion variables produced non-significant results. Linear regression using 24 individual OSTES scores as predictor variables and CBM reading and mathematics mean gain scores as criterion variables produced one significant finding. Two OSTES items were significantly correlated with participant teachers' years of teaching experience. Findings were discussed in terms of design characteristics of the study and item wording of the OSTES. Recommendations were made for educational administration as well as for future research.</p>","abstract_has_math":false,"creators":["Wallick, James S."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Benerd School of Education","degree_department":null,"school":null,"contributors":["Dennis C. Brennan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-01-01T08:00:00Z","date_published":"2002-01-01T08:00:00Z","updated_at":"2026-07-24T05:36:28Z","subjects":["Teacher effectiveness","Curriculum-based assessment","Education"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/569","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dennis C. 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The study also examined the relationship between teacher efficacy and years of teach ing experience. A total of sixty-eight second through sixth grade teachers, from a medium-sized elementary school district in central California, completed the OSTES and reported their years of teaching experience. Reading and mathematics scores were obtained for fall and spring CBM administrations for each of the participating teachers' classrooms. The difference between spring and fall CBM reading and mathematics scores constituted the gain scores for each of the 970 students in these teachers · classrooms. These scores were averaged to produce a mean gain score for each classroom. Linear regression analysis using total OSTES scores as well as OSTES subscale scores as predictor variables and CBM reading and mathematics mean gain scores as criterion variables produced non-significant results. Linear regression using 24 individual OSTES scores as predictor variables and CBM reading and mathematics mean gain scores as criterion variables produced one significant finding. Two OSTES items were significantly correlated with participant teachers' years of teaching experience. Findings were discussed in terms of design characteristics of the study and item wording of the OSTES. Recommendations were made for educational administration as well as for future research.
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