Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools

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dc.contributor Adams, Natalie G.
dc.contributor Dagley, David L.
dc.contributor Arredondo, Daisy E.
dc.contributor Giesen, Judy L.
dc.contributor.advisor Tarter, Clemens John Cooper, James Darrell
dc.contributor.other University of Alabama Tuscaloosa 2017-03-01T14:36:20Z 2017-03-01T14:36:20Z 2010
dc.identifier.other u0015_0000001_0000417
dc.identifier.other Cooper_alatus_0004D_10435
dc.description Electronic Thesis or Dissertation en_US
dc.description.abstract For several decades, researchers have searched for school-level properties that can overcome the negative consequences of student SES on school effectiveness. Two promising constructs that have been identified are collective teacher efficacy (CE) and organizational citizenship behavior (OCB). This study examined the relationship between these two constructs and their contributions toward school effectiveness. A total of 1,859 teachers were surveyed from a random sample of 45 public high schools in Alabama. Established instruments were used to survey teachers' perceptions of CE, OCB, and school effectiveness in their schools. Three measures of school-level effectiveness were used in this study: teachers' perceptions, math achievement, and reading achievement. Achievement data were obtained for each school from the Alabama State Department of Education. The findings for CE and school effectiveness supported past research findings. CE is significantly related to school effectiveness. This held for all measures of school effectiveness, even when controlling for SES and OCB. As CE levels rise in a school, so does school effectiveness. Findings for OCB and school effectiveness were mixed. Zero-order correlations found a significant relationship between OCB and all measures of school effectiveness. However, multiple regression analyses revealed the only significant relationship between OCB and school effectiveness, when controlling for SES and CE, to be with teachers' perceptions of effectiveness. OCB does not make unique contributions to school effectiveness as measured by student achievement. Findings did indicate a significant relationship between the constructs of CE and OCB. en_US
dc.format.extent 168 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated. en_US
dc.subject Education, Administration
dc.title Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools en_US
dc.type thesis
dc.type text University of Alabama. Department of Educational Leadership, Policy, and Technology Studies Educational Administration (Secondary School) The University of Alabama doctoral Ed.D.

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