School Leadership and Collective Efficacy in Public Schools in Bogotá
Published
Dec 15, 2016
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Dimensions
Google Scholar
Pablo López-Alfaro
http://orcid.org/0000-0003-3790-7397
Francisco Osorio-González
http://orcid.org/0000-0002-5515-2699
Verónica Gallegos-Araya
http://orcid.org/0000-0003-2056-456X
María Dolores Cáceres-Cadena
http://orcid.org/0000-0003-3790-7397
Francisco Osorio-González
http://orcid.org/0000-0002-5515-2699
Verónica Gallegos-Araya
http://orcid.org/0000-0003-2056-456X
María Dolores Cáceres-Cadena
##plugins.themes.bootstrap3.article.details##
Abstract
This article discusses the factorial structure of the dimensions of leadership, collective efficacy and teacher expectations, as well as the estimation of the mediating effect of collective efficacy between the dimensions of leadership and teacher expectations. 587 teachers from 32 public elementary and secondary schools in Bogota participated in the study. The study was developed using exploratory factor analyzes, and also structural equations for the validity of the causal model were applied. Results show the positive effect of leadership and the mediating role from collective efficacy towards educational expectations.
Keywords
Flexible training, curricular structure, undergraduate program in psychology, skillsLiderazgo, eficacia de la educación, investigación, docente
References
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Engerström, Y. (2001). Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization. Journal of Education and Work, 14(1), 133- 156. DOI: 10.1080/13639080020028747
Fullan, M. (2009). Leadership Development: The Larger Context. Educational Leadership, 67(2), 45-49.
Gehrke, R. S. (2005). Poor Schools, Poor Students, Successful Teachers. Kappa Delta Pi Record, 42(1), 14-17.
Gibson, C. (2001). Me and Us: Differential Relationships among Goal-Setting Training, Efficacy and Effectiveness at the Individual and Team Level. Journal of Organizational Behavior, 22(7), 789-808. DOI: 10.1002/job.114
Gibson, S. & Dembo, M. (1984). Teacher Efficacy: A Construct Validation. Journal of Educational Psychology, 76(4), 569-582.
Goddard, R. (2001). Collective Efficacy: A Neglected Construct in the Study of Schools and Student Achievement. Journal of Educational Psychology, 93(3), 467-476. DOI: 10.1037/0022-0663.93.3.467
Goddard, R. D.; Hoy, W. K. & Woolfolk-Hoy, A. (2000). Collective Teacher Efficacy: its Meaning, Measure and Impact on Student Achievement. American Educational Research Journal, 37(2), 479- 507. DOI: 10.3102/00028312037002479
Gronn, P. (2003). Leadership: Who Needs It? School Leadership and Management, 23(3), 267-290. DOI: 10.1080/1363243032000112784
Hallinger, P. & Heck, R. (1996). Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44. DOI: 10.1177/0013161X96032001002
Hargreaves, A. (2004). Sustainable Leadership. Keynote address delivered at the International Conference on School Effectiveness and Improvement. Rotterdam: Sense Publishers.
Harris, A. (2012). Distributed Leadership: Implications for the Role of Principal. Journal of Management Development, 31(1), 1-17.
Harris, A. & Muijs, D. (2003). Improving Schools through Teacher Leadership. Berkshire: Open University Press.
Hopkins, D. (2008). Hacia una buena escuela. Experiencias y lecciones. Santiago: Fundación Chile. Recuperado de http://www.fch.cl/wpcontent/uploads/2012/08/Libro_Hopkins.pdf
Hoy, W. K.; Sweetland, S. R. & Smith, P. A. (2002). Toward an Organizational Model of Achievement in High Schools: the Significance of Collective Efficacy. Educational Administration Quarterly, 38(1), 77-93. DOI: 10.1177/0013161X02381004
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Jöreskog, K. G. (1969). A General Approach to Confirmatory Maximum Likelihood Factor Analysis. Psychometrika, 34(2), 183-202. DOI: 10.1007/ BF02289343
Jöreskog, K. G. & Sörbom, D. (1989). LISREL [Linear Structural Relations] 7. A Guide to the Program and Applications. Chicago: Scientific Software International.
Kotter, J. P. (2000). Qué hacen los líderes. Barcelona: Gestión.
Leithwood, K. (2009). La dimensión emocional del mejoramiento escolar: una perspectiva del liderazgo. En ¿Cómo liderar nuestras escuelas? Aportes desde la investigación, Capítulo 6, 175- 200. Santiago: Fundación Chile. Recuperado de http://fch.cl/wpcontent/uploads/2012/08/Libro_Liethwood.pdf
Leithwood, K.; Mascall, B. & Strauss, T. (2009). Distributed Leadership According to the Evidence. London: Routledge.
Leithwood, K.; Mascall, B.; Strauss, T.; Sacks, R.; Memon, N. & Yashkina, A. (2007). Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. Leadership and Policy in Schools, 6(1), 37-67. DOI: 10.1080/15700760601091267
Leithwood, K. & Riehl, C. (2005). What do We Already Know about Educational Leadership? En William A. Firestone & Carolyn Riehl. A New Agenda for Research in Educational Leadership, 12-27. New York: Teachers College Press.
Lemlech, J. K. & Hertzog, H. (1998). Preparing Teachers for Leadership Roles. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, California. Recuperado de http://files.eric.ed.gov/fulltext/ED419786.pdf
Liljenberg, M. (2015). Distributing Leadership to Establish Developing and Learning School Organisations in the Swedish. Educational Management Administration & Leadership, 43(1), 152-170. DOI: 10.1177/1741143213513187
Lim, S. & Eo, S. (2014). The Mediating Roles of Collective Teacher Efficacy in the Relations of Teachers' Perceptions of School Organizational Climate to their Burnout. Teaching and Teacher Education, 44, 138-147. DOI: 10.1016/j.tate.2014.08.007
Lindsley, D. H.; Brass, D. J. & Thomas, J. B. (1995). Efficacy-Performance Spirals: a Multilevel Perspective. Academy of Management Review, 20(3), 645-678. DOI: 10.5465/AMR.1995.9508080333
MacBeath, J. (2007). Leadership as a Subversive Activity. Journal of Educational Administration, 45(3), 242-264. DOI: 10.1108/09578230710747794
MacBeath, J. (2011). Liderar el aprendizaje dentro y fuera de la escuela. Santiago: Fundación Chile. Recuperado de https://issuu.com/educacionfch/docs/libro_de_j_macbeath
MacBeath, J.; Oduro, G. & Waterhouse, J. (2004). Distributed Leadership in Action: A Study of Current Practice in Schools. Full Report. Nottingham: National College of School Leadership. Recuperado de http://dera.ioe.ac.uk/2052/1/download%3Fid%3D17152%26filename%3Ddistributed-leadership-in-action-full-report.pdf
Manassero-Mas, M. & Vázquez-Alonso, Á. (1995). La atribución causal como determinantes de las expectativas. Psicothema, 7(2), 361-376. Recuperado de http://www.psicothema.com/pdf/982.pdf
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Mulford, B. (2003). School Leaders: Changing Roles and Impact on Teacher and School Effectiveness. Paris: Organisation for Economic Co-operation and Development, OECD. Retrieved from https://www.oecd.org/edu/school/2635399.pdf
Muñiz, J.; Martínez, R.; Moreno, R.; Fidalgo de las Heras, A. M. & García-Cueto, E. (2005). Análisis de los ítems. Madrid: La Muralla, Cuadernos de Estadística, 30.
Murphy, S. E. (2002). Leader Self-Regulation: the Role of Self-Efficacy and Multiple Intelligences. En Ronald E. Riggio, Susan E. Murphy & Francis J. Pirozollo (eds.) Multiple Intelligences and Leadership, 163-186. Mahwah, New Jersey: Erlbaum.
Navas-Martínez, L.; Sampascual-Maicas, G. & Castejón, J. (1991). Las expectativas de profesores y alumnos como predictores de rendimiento académico. Revista de Psicología General y Aplicativa, 44(2), 231-239. Recuperado de https://dialnet.unirioja.es/descarga/articulo/2857422.pdf
Nunnally, J. & Bernstein, I. (1994). Psychometric Theory. New York, New York: McGraw-Hill.
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How to Cite
López-Alfaro, P., Osorio-González, F., Gallegos-Araya, V., & Cáceres-Cadena, M. D. (2016). School Leadership and Collective Efficacy in Public Schools in Bogotá. Magis, Revista Internacional De Investigación En Educación, 9(18), 67–84. https://doi.org/10.11144/Javeriana.m9-18.leec
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