Self Efficacy In Middle Schools

Chapter Four-Results
Introduction
This study was designed to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. In the examination of this topic, data were collected from four suburban middle schools located in southeastern Pennsylvania. Information was collected from teachers, principals, and student test data to answer the established research questions.
What are middle school principals’ perceptions of their self-efficacy as measured by a principal self-efficacy survey?
What effect do principal self-efficacy perceptions have on a school’s climate as evidenced by faculty responses on a school climate index?
What relationship exists
between a school’s climate, as perceived by faculty members, and the achievement levels of the students as evidenced by a three-year performance average on the Pennsylvania System of School Assessment?
Collection tools included the Principal Self-Efficacy Scale survey (PSES) (Appendix B), the School Climate Index (SCI) (Appendix C), PSSA scores, as well as teacher (Appendix E) and principal interviews (Appendix D). Both the PSES and SCI also included open- ended questions which provided the opportunity for participants to expand upon their survey responses. The collected data was analyzed by comparing Likert scale responses and also by examining common themes found throughout the open-ended and interview answers.

Participants Demographics Participants in this study included the building principal from each contributing middle school as well as teacher volunteers who were willing to complete an anonymous on-line survey (SCI) that measured their personal school climate perceptions.
Total faculty population among these four participating schools numbered 211. Of these teachers, 80 responded to the on-line survey; a response rate of 38 percent. It should be noted however, there was a significant discrepancy among the response rate among the participating middle schools. School D had the greatest participation at 71 percent of their faculty members. School B had only 18 percent participation while School A and School D contributed at a rate of 31 percent and 30 percent, respectfully. One teacher from each middle school volunteered to be interviewed. The demographics of the participants are presented in tables 4.1 through
4.4.

Table 4.1
Participating Principals’ Demographic, Education, and Career Information School A School B School C School D
Gender Male Male Male Female
Age 36-43 44-51 44-51 59-64
Ethnic Identification Caucasian Caucasian Caucasian Caucasian
Highest Level of Educ.
Master’s Master’s Master’s Doctorate
Years in Current Role 4-9 years 10-15 years 10-15 years 16-20 years
Years in Current School 4-9 years 16-20 years 4-9 years 16-20 years

Table 4.2
Faculty Respondents’ Demographic Information School A School B School C School D # % # % # % # %
Gender
Female 9 60.00 7 70.00 13 81.25 27 69.23 Male 6 40.00 3 30.00 3 18.75 10 25.64 Not Identified 0 0.00 0 0.00 0 0.00 2 5.13
Age (in years) 20-27 0 0.00 2 20.00 2 12.50 1 2.56 28-35 2 13.33 6 60.00 4 25.00 9 23.08 36-43 6 40.00 1 10.00 3 18.75 12 30.77 44-51 3 20.00 1 10.00 2 12.50 8 20.51 52-59 3 20.00 0 0.00 4 25.00 6 15.38 59-64 1 6.67 0 0.00 1 6.25 3 7.69 65+ 0 0.00 0 0.00 0 0.00 0 0.00
Ethnic Identification African American 0 0.00 0 0.00 0 0.00 1 2.56 Asian/Pacific Islander 0 0.00 0 0.00 0 0.00 1 2.56 Caucasian/White 15 100.00 10 100.00 16 100.00 36 92.31 Hispanic/Latino 0 0.00 0 0.00 0 0.00 1 2.56 Native American 0 0.00 0 0.00 0 0.00 0 0.00 Other 0 0.00 0 0.00 0 0.00 0
0.00