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Leading for Efficacy

Leading for Efficacy. What Matters Most in Achieving Outcomes? “ The belief one has to accomplish what one sets out to do” . Empirical Findings. Building Collective Efficacy.

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Leading for Efficacy

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  1. Leading for Efficacy What Matters Most in Achieving Outcomes? “The belief one has to accomplish what one sets out to do”

  2. Empirical Findings

  3. Building Collective Efficacy • To Explore the Organizational Operations in Schools for their Support of Self-Efficacy in Teachers & Collective Efficacy among Staff • Teacher Efficacy: “teachers beliefs about their capability to impact students’ motivation and achievement” (Moran & Hoy, 2002 p.2) • 30% of the Variance in Learning (Hattie, 2003)

  4. Building Collective Efficacy • How does the organizational design and operations in schools influence the sense of efficacy among teachers? • Operational Definition of Teacher Empowerment • The enabling capacity of the organizational and operational qualities of a school to support the growth of teacher self-efficacy & collective efficacy. • Beliefs: Although self & collective efficacy have a relationship of reciprocal causation, it is possible to have substantial self-efficacy & inadequate collective efficacy. Philanthropic Leadership (or empowerment) is critical in fostering the climate/culture to support self & collective efficacy.

  5. Empowering Collective Efficacy • The perceived level of empowerment in teachers will contribute to, or detract from, their level of self-efficacy & the organization’s degree of collective efficacy. To Teach or Educate? To Manage or Lead?

  6. Building Collective Efficacy Teacher Efficacy • Social Learning Theory (Rotter, 1966) • Attribution Theory • Locus of Control Rand Studies • Internal vs. External Locus • GTE, PTE & TE • Findings: Student Achievement & Teacher Follow-Through of Implementation

  7. Building Collective Efficacy Teacher Efficacy • Social Cognitive Theory (Bandura, 1977; 1997) • Self-Efficacy Theory / Collective Efficacy • Outcome Expectations • Self-Efficacy Expectations • Difficulty of the Task Analysis • 4 Sources for Self-Efficacy Appraisal • Personal Mastery • Vicarious Experience • Social/Verbal Persuasion • Physiological & Affective Ques

  8. Building Collective Efficacy Teacher Empowerment • Structural Power in Organizations (Kanter, 1977) • Kanter’s Perspective • Rossenwasser Perspective • Covey Perspective • Bandura: “Empowerment is not something bestowed through edict…It is gained through the development of self-efficacy”(1997, p.476)

  9. Collective Efficacy Shared Decision Making PersonalMastery ProfessionalGrowth Vicarious Experience Perceived Organizational Empowerment Student Achievement Status Verbal Persuasion Impact Affective Cues Autonomy Perceived Self-Efficacy

  10. SDM Mastery Collective Efficacy PG * Vicarious Perceived Organizational Empowerment Status * Student Achievement Persuasion Impact * Perceived Self-Efficacy Autonomy * Affective SDM=Shared Decision Making PG=Professional Growth Empowerment/Efficacy Model

  11. Operational Support for Empowerment

  12. Operational Support for Collective Efficacy

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