Teachers report very high self-perceived competence and efficacy that are virtually unrelated to their schools' prior achievement levels¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1996: baselines and conditions change

Subclaims¶

q2 i? Almost 95 percent of teachers said they feel competent teaching math, with similarly high percentages in reading and writing, and 90 percent are certain they make a difference in students' lives. → Easton 1991 q2 i? Teacher self-reports of competency are virtually unrelated to prior school achievement; teachers in very low achieving schools report the same competency level as teachers in schools at or above national norms. → Easton 1991 (2)

Evidence¶

Easton 1991¶

Easton, J. Q., Bryk, A. S., Driscoll, M., Kotsakis, J. G., Sebring, P. A., & van der Raeg, A. J. (1991). Charting Reform: The Teachers' Turn — Report No. 1 on a Survey of CPS Elementary School Teachers. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-teachers-turn

q2 · i? · associational · r2

Survey self-reports of teaching competency and efficacy among CPS elementary teachers; the report also states ninety percent are certain they make a difference in their students' lives.

"Almost 9.5 percent of the teachers said that they feel competent teaching math, wirh similarly high percentages in reading and writing. There is virtual unanimity in this regard."

Easton 1991 (2)¶

Easton, J. Q., Bryk, A. S., Driscoll, M., Kotsakis, J. G., Sebring, P. A., & van der Raeg, A. J. (1991). Charting Reform: The Teachers' Turn — Report No. 1 on a Survey of CPS Elementary School Teachers. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-teachers-turn

q2 · i? · associational · r2

Comparison of competency and efficacy self-reports across schools grouped by 1989 IGAP pre-reform achievement; efficacy differences by achievement level are described as very small.

"In fact, rhese teacher self-reports are virtually unrelated to prior school achievement (see graph on next page). Teachers working in schools wit11 very low student achievement report the same level of competency as teachers from schools where pre-reform achievement was at or above national norms."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Teachers reported feeling more familiar with and more prepared to teach the CCSS in 2016 than in 2015, with elementary and ELA-group teachers higher than high school and math-group teachers — related
• Most teachers and administrators report that the REACH observation process supports teacher professional growth and improved instructional conversations — related
• Adding a cross-factor composite from a teacher study yields r = .079, still with an interval including zero, and latent profiles reveal over- and underestimation of competence — possibly the same claim (merge candidate)
• Self-efficacy judgments correspond less well to behavior in learning settings than in performance settings — related