The Impact of Peer and Principal Collaborative Supervision on Teachers' Trust, Commitment, Desire for Collaboration, and Efficacy.

Nicklaus, Janice; Ebmeier, Howard

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ589399

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0882-1232

EISSN: N/A

Available Date: N/A

The Impact of Peer and Principal Collaborative Supervision on Teachers' Trust, Commitment, Desire for Collaboration, and Efficacy.

Nicklaus, Janice; Ebmeier, Howard

Journal of Curriculum and Supervision, v14 n4 p351-78 Sum 1999

Estimated collaborative supervision's effects on five teacher affective variables (commitment to teaching, commitment to school, trust in administration, trust in teachers, and desire for collaboration) and two personal-decision variables (efficacy expectations and outcome expectations). Teacher implementations favored collaboration and commitment to teaching variables; principal implementations favored all variables. (50 references) (MLH)

Descriptors: Elementary Secondary Education, Leadership Styles, Principals, Self Efficacy, Teacher Administrator Relationship, Teacher Collaboration, Teacher Supervision, Trust (Psychology)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A