How Supervision Influences Teacher Efficacy and Commitment: An Investigation of a Path Model.

By Howard H. Ebmeier. 2003

180 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3b8f868c49bc3e2574f8820bbd29bb5653135402

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Citations in the corpus

The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers (2011, background): “The principal models his/her belief in the instructional process and emphasizes the importance of the instruction that takes place in each classroom (Ebmeier, 2003; Hipp & Bredeson, 1995).”
Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School (2008, methodology): “…variable that has been consistently found to be a significant predictor of teacher commitment is teacher efficacy (Bogler & Somech, 2004; Coladarci, 1992; Ebmeier, 2003; Evans & Tribble, 1986), despite the fact that different operational definitions and measures of teacher efficacy have been used.”
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers (2012, result): “Finally, with regard to teacher commitment, our findings add to a growing body of research identifying characteristics of teachers’ work experiences that shape their intentions to leave teaching (e.g., Ebmeier, 2003; Ingersoll, 2001b; Weiss, 1999).”
Effective Instructional Time Use for School Leaders (2013, background): “We differentiate among five key areas that have emerged in the literature as important day-to-day instructional leadership activities: classroom walkthroughs; teacher coaching, or providing instructional feedback to teachers (Neumerski, 2013); evaluation of teacher instruction, which has long been a”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “These ‘positive efficacy beliefs’ communicated by principals appear to achieve enhanced impact through ‘instructional leadership behaviors’ that model these values and provide ‘tangible support’ for change in teaching and learning (Ebmeier, 2003; Leithwood and Jantzi, 2006, 2008; Nir and Kranot, 200”
The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment (2011, unknown): “Other studies have indicated that the supervisory leadership function is related to teachers’ organizational commitment as well (Ebmeier, 2003).”
Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong (2015, background): “Moreover, commitment has been shown to exert an influence on students’ achievement gains and their attitude towards school (Ebmeier, 2003; Firestone, 1996; Ingersoll, 2001; Park, 2005; Somech & Bogler, 2002; Tsui & Cheng, 1999; Weiss, 1999).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “The influence of contextual aspects of the school environment on teachers’ self-efficacy has been evidenced in previous studies (e.g. Ebmeier, 2003; Hoy, 2000; Hoy & Woolfolk, 1993; Knoblauch & Woolfolk Hoy, 2008; Tschannen-Moran & Woolfolk Hoy, 2007).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “Research shows that principals have a strong influence on teachers (Ebmeier, 2003; Sun, 2004; VanderStoep, Anderman, & Midgley, 1994).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “Within this definition, researchers have sought to differentiate between the various objects of teacher commitment, such as schools, students, and/or the teaching profession (Ebmeier, 2003; Firestone & Rosenblum, 1988).”
The Role of School-Based Colleagues in Shaping the Commitment of Novice Special and General Education Teachers (2013, methodology): “To address concerns about the potential impact of an unmeasured variable, we attempted to quantify the robustness of our inferences using indices developed by Frank and colleagues (Frank, 2000; Pan & Frank, 2003); applications of this approach include Carbonaro & Covay (2010); Cheng, Werum, & Martin”