Teacher and Collective Efficacy Beliefs as Predictors of Professional Commitment

By Herbert W. Ware, Anastasia Kitsantas. 2007

409 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e9d3a30feeab5a50089fdf63bdf4d1f184303b6a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context (2010, background): “Other recent studies have found links between TCE and professional commitment and teachers’ sense of community (Ciani, Summers, & Easter, 2008; Ross & Gray, 2006; Ware & Kitsantas, 2007).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Some studies have shown that teacher commitment is vital for following changes in instructional practices and for professional motivation (Firestone & Pennell, 1993; Nir, 2002; Thien, Razak, & Ramayah, 2014; Ware & Kitsantas, 2007, 2011).”
Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior (2017, neutral): “…fidelity of implementation (Coladarci & Breton, 1997; Gibson & Dembo, 1984; Hoy & Woolfolk, 1993; Podell & Soodak, 1993; Rosenholtz, Bassler, & HooverDempsey, 1986; Ware & Kitsantas, 2007), changing teacher beliefs alone is not sufficient (Kelm & McIntosh, 2012; Tschannen-Moran & Hoy, 2007).”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “Such teacher constructs include (a) perceived collective efficacy (Bandura, 1997; Goddard, Logerfo, & Hoy, 2004; Ware & Kitsantas, 2007), (b) teacher empowerment (Sweetland & Hoy, 2000), and (c) teacher affiliation (Hoy & Hannum, 1997; Rosenholtz, 1989).”
Efficacy Beliefs of Special Educators: The Relationships Among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction (2010, methodology): “Lastly, using a national database with a large number of participants, Ware and Kitsantis (2007) found that both collective and teacher efficacy predicted teacher job commitment levels in general education teachers.”
Predicting Teacher Commitment Using Principal and Teacher Efficacy Variables: An HLM Approach (2011, methodology): “Teacher efficacy was assessed on three distinct scales (Ware & Kitsantas, 2007).”
Teacher Stress: The Mediating Role of Collective Efficacy Beliefs (2010, result): “Although some previous measures have conceptualized TCE as a unidimensional structure ( Caprara et al, 2003 ; Ware & Kitsantas, 2007 ), results from this study support conceptualization of TCE as multidimensional, with at least two distinct factors.”
The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education (2015, neutral): “Previous research has suggested a link between lecturer commitment and student learning (Coladarci, 1992; Ware & Kitsantas, 2007).”
The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, background): “…commitment – which refers to the emotional attachment to the organization individuals identify with, want to be involved in, and enjoy membership of – has been found to have a strong relationship with teacher performance (Allen and Meyer, 1990; Meyer et al., 1989; Ware and Kitsantas, 2007).”
Longitudinal relations between teaching-related motivations and student-reported teaching quality (2017, background): “…is that such motivational factors matter due to their effects on teachers' behaviors, which, in turn, can influence students' motivation and achievement (e.g., Klassen & Tze, 2014; Kunter et al., 2013; Tschannen-Moran & Woolfolk Hoy, 2001; Tschannen-Moran et al., 1998; Ware & Kitsantas, 2007).”
Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, background): “…at elementary levels (Mulholland & Wallace, 2001), more willingness to try innovative ways of teaching (Tschannen-Moran, Hoy, & Hoy, 1998), persistence in assisting at-risk students (Woolfolk Hoy & Davis, 2006), and an overall higher professional commitment to teaching (Ware & Kitsantas, 2007).”