The Effects of Teacher–Pupil Planning on Teacher Efficacy and Pupil Locus of Control

• In Event: Teacher–Pupil Planning in Middle-Grades Schools: Research and Evaluation Methodologies for Examining the Intentions and Outcomes of This Process

Abstract

Teacher-pupil planning has teachers and pupils working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources (i.e., people, places, things), and evaluate progress in completing the objectives. In reality at any point in this process the teacher becomes the pupil and the pupil becomes the teacher. With this revamping of the traditional power/role relationships in a classroom it is important to understand the effects upon teacher efficacy and pupil locus of control. Teacher efficacy is usually defined as the belief in his/her ability to impact pupil learning (Agne,1991; Grimley, Prochaska,Velicer, et.al., 1994). Will the equalization and/or reversal of roles in teacher-pupil planning affect teacher efficacy in a positive or negative way? Clearly a research question of interest given the relationship between teacher efficacy and a number of sought after pupil outcomes including achievement. The measure to be utilized in this research was developed by Tschannen-Moran and Woolfolk-Hoy, 2001 who agreed to one change in their instrument and that is the use of a ten point scale to better yield parametric (interval ) data (Hunt & Lipka, 2011).
Locus of control measures the degree to which an individual believes that his or her own actions determines the behaviors and outcomes (Crandall, Katkovsky, & Preston,1962; Dodd, Nelson, & Hofland,1994; Lefcourt, 1982). So, the parallel research question exists for the pupils as to how sharing of roles and role reversals will impact the pupil’s locus of control. This research will employ Crandalls's Intellectual Achievement Responsibility Questionnaire (IAR) to measure the impact of the teacher-pupil planning process.
This commentary paper will include the rationale for and utilization of quasi-experimental factorial designs with a number of independent variables that could be employed in such research.
References:
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Dodd, J. M., Nelson, J. R., & Hofland, B .H. (1994). Minority identity and self-concept: The American Indian experience. In Brinthaupt, T. M., & Lipka, R. P. (Eds). Changing the self: Philosophies, Techniques and Experiences (pp. 307-336). Albany: SUNY Press.

Hunt, C., & Lipka, R. P. (2011). Teacher self-Eeficacy: The effects of teaching experience and school context. Unpublished manuscript.

Lefcourt, H. M. (1982). (Second Ed.) Locus of Control: Current trends in theory and research. Hillside, NJ: Lawrence Erlbaum Associates, Publishers.

Grimley, D., Prochaska, J. O., Velicer, W. F., Blais, L. M., & DiClemente, C. C.(1994). The trans theoretical model of change. In Brinthaupt, T. M., & Lipka, R. P. (Eds). Changing the self: Philosophies, Techniques and Experiences (pp 201-227).

Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001) Teacher Efficacy: Capturing an elusive construct. Teaching and Teacher Educaion,17, 783-805.

Author

• Richard P. Lipka, Saint Bonaventure University