Teacher self-efficacy and site-based management as a decentralization strategy

Catherine Elaine Parker Newkirk

Abstract

The purpose of this study was to examine and evaluate the initiatives of teacher self-efficacy and site-based management as effective tools for the school reform movement and its mission to improve student learning and achievement. Four groups of teachers completed a survey to determine the impact of teacher self-efficacy and site-based management at site-based managed schools and non-site-based managed schools. Two groups of teachers were employed at secondary site-based managed schools and the other two groups of teachers were employed at secondary non-site-based managed schools. The major objective of this study was to investigate the relationship between teacher self-efficacy and site-based management in site-based managed schools and non-site-based managed schools. First, the study examined whether there was a difference in teacher self-efficacy among teachers in site-based managed schools and teachers in non-site-based managed schools. The analysis of the data showed that teachers in site-based managed schools had a higher level of teacher self-efficacy than teachers in non-site-based managed schools. A second purpose of this study was to examine whether there was a difference among teachers in site-based managed schools and teachers in non-site-based managed schools relative to influence on curriculum, school resources, instruction, and disciplinary practices. Analysis of the data showed that there was a significant difference in teacher self-efficacy among teachers in site-based managed schools and teachers in non-site-based managed schools relative to influence on the variables of curriculum, school resources, and disciplinary procedures. There was not a significant difference in teacher self-efficacy among the teachers relative to influence on the variable of instruction. Additionally analysis of the data also showed that gender, degree, and years of experience do not make a difference relative to teacher self-efficacy among teachers in site-based schools and non-site-based schools. Overall, findings from this study indicated that teacher self-efficacy in site-based managed schools was better in relation to five of the six hypotheses presented. The findings also indicated that gender, degree and years of experience do not make a difference relative to teacher self-efficacy among teachers in site-based schools and non-site-based schools. In spite of all of the other variables involved in the study, it is the administration of the site-based management process that makes a difference between teachers in site-based managed schools and non-site-based schools.