Collective Efficacy, Growth Mind-Set, and Classroom English Language Arts Outcomes: Multilevel Structural Equation Modeling Analysis

• In Event: Studies of In-Service Teachers' Self-Efficacy

Abstract

This SEM study tested the relationship between variables of a teacher’s individual growth mindset (innate/fixed belief), a school’s growth mindset culture (WMSM), a school’s collective efficacy (CE), and student academic outcomes aggregated at the classroom level (ELA SBAC scores) controlling for the community/school’s socio-economic status measured by Free and Reduced Meal Plan percent enrollment and for School Size. Empirical research seeks reliable evidence of factors that influence student outcomes and therefore warrant further study. The variables selected in this study are teacher psychosocial variables malleable to administrator and teacher influence.

Authors

• Julianne Edwards, Azusa Pacific University

• Janet L. Hanson, University of North Texas at Dallas