TY - JOUR
T1 - A longitudinal study of interdisciplinary team relational supports of sixth-grade teachers’ sense of efficacy and perceived collective efficacy of team members
AU - Hamm, Jill V.
AU - Lambert, Kerrylin
AU - Little, Todd D.
AU - Farmer, Thomas W.
AU - Harris, Mallory V.
N1 - Funding Information:
We have no conflicts of interest to disclose. This work was funded by Grant 181117 from the William T. Grant Foundation and Grant R305A120812 from the Institute for Education Sciences. The views expressed in this study are those of the authors and not of the funding agencies. Jill V. Hamm is a professor of applied developmental science in the School of Education at the University of North Carolina at Chapel Hill; Kerrilyn Lambert is a research professional at the University of North Carolina at Chapel Hill; Todd D. Little is a professor of Educational Psychology at Texas Tech University; Thomas W. Farmer is a professor of special education and human development at the University of Pittsburgh; Mallory V. Harris is a manager of clinical studies at Research Triangle Institute, International. Correspondence may be sent to Jill V. Hamm at Jill.Hamm@unc.edu.
Publisher Copyright:
© 2021 The University of Chicago. All rights reserved.
PY - 2021/12
Y1 - 2021/12
N2 - This study examines the ties of sixth-grade teachers to their interdisciplinary team colleagues and explores the dimensions of their efficacy beliefs for their own and their colleagues’ teaching. Teachers (n p 238; 83% female, 88% White) from 26 middle schools completed surveys about the relational aspects of ties to team colleagues, the dimensions of their sense of efficacy for teaching, and their perceptions of team members’ collective efficacy at fall, winter, and spring of one school year. Greater tie strength in fall predicted greater relational trust at winter and spring. Tie strength to teammates in fall predicted greater efficacy beliefs for classroom management and collective efficacy across the year, through greater relational trust midway through the year. The findings expand theorizing and reveal organizational processes that may be used to leverage teacher efficacy beliefs.
AB - This study examines the ties of sixth-grade teachers to their interdisciplinary team colleagues and explores the dimensions of their efficacy beliefs for their own and their colleagues’ teaching. Teachers (n p 238; 83% female, 88% White) from 26 middle schools completed surveys about the relational aspects of ties to team colleagues, the dimensions of their sense of efficacy for teaching, and their perceptions of team members’ collective efficacy at fall, winter, and spring of one school year. Greater tie strength in fall predicted greater relational trust at winter and spring. Tie strength to teammates in fall predicted greater efficacy beliefs for classroom management and collective efficacy across the year, through greater relational trust midway through the year. The findings expand theorizing and reveal organizational processes that may be used to leverage teacher efficacy beliefs.
UR - http://www.scopus.com/inward/record.url?scp=85118186179&partnerID=8YFLogxK
U2 - 10.1086/716898
DO - 10.1086/716898
M3 - Article
AN - SCOPUS:85118186179
SN - 0013-5984
VL - 122
SP - 141
EP - 164
JO - Elementary School Journal
JF - Elementary School Journal
IS - 2
ER -