Teachers' experience, control ideology, and global teacher efficacy as it relates to the dimensions of the "Classroom Systems Observation Scale".
Item
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Title
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Teachers' experience, control ideology, and global teacher efficacy as it relates to the dimensions of the "Classroom Systems Observation Scale".
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Identifier
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AAI9830746
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identifier
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9830746
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Creator
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O'Connor, Evelyn Anne.
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Contributor
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Adviser: Marian C. Fish
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Date
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1998
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Curriculum and Instruction
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Abstract
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This study investigated whether teachers' experience, control ideology, and sense of efficacy are related to the Cohesion, Communication, and Flexibility dimensions of the Classroom Systems Observation Scale (CSOS). Principals from 13 schools in Queens, New York identified 27 pairs of novice and experienced teachers. A 50-minute classroom observation using the CSOS was conducted for each classroom. In addition, the teachers completed the Pupil Control Ideology Form (PCI) and the Teacher Efficacy Scale (TES). Results showed that experienced teachers' classrooms were significantly more flexible than novice teachers classrooms. Hypothesized relationships between the three dimensions of the CSOS and predictor variables (PCI and TES) were not supported. This information supports the use of mentors for new classroom teachers. Furthermore, the CSOS is an important instrument for researchers and school personnel because it can assess classroom functioning and lead to appropriate interventions. It is also important for school psychologists whose role includes teacher consultation. These measures can be used to help teachers identify areas that when addressed will improve the learning environment. School psychologists can use this knowledge to help teachers to develop a more balanced, flexible and cohesive classroom, thus improving functioning in the classroom system, which benefits both the teacher and students.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
