Volume 6, Issue 4 (December 2024)
IEEPJ 2024, 6(4): 101-118 |
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Yousefi P, Shakeri M, Barzegar Bafrooei K. (2024). Evaluating the Role of Enabling Conditions for Collective Efficacy and Character Strengths and Virtues of Teachers in School Effectiveness. IEEPJ. 6(4), 101-118. doi:10.22034/6.4.101
URL: http://ieepj.hormozgan.ac.ir/article-1-694-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-694-en.html
1- Master of Curriculum, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
2- Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran ,shakeimohsen@yazd.ac.ir
3- Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
2- Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran ,
3- Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
Abstract: (514 Views)
Objective: The present study aimed to evaluate the role of enabling conditions for collective efficacy and character strengths and virtues of teachers in the effectiveness of elementary schools from the perspective of teachers in Marvdasht, Iran (Dorudzan District) in the academic year 2020-2021.
Methods: This was a descriptive-correlational study and an applied one in terms of objective. The statistical population included all elementary teachers of the mentioned district (n=420), 201 of whom (129 women and 72 men) were selected by random cluster sampling following determining the sample size by Krejcie and Morgan’s table. Data were collected using Jenni Donohoo’s enabling conditions for collective teacher efficacy questionnaire, character strengths and virtues questionnaire by Peterson and Seligman, and School effectiveness questionnaire by Sergiovanni et al. In addition, data analysis was carried out in AMOS version 24 using descriptive statistics and structural equation modeling.
Results: According to the results, teachers’ character strengths and virtues (β=0/19) and enabling conditions for collective efficacy (β=0/71) positively and significantly predicted school effectiveness.
Conclusions: Ultimately, the study of the obtained indicators showed a good fit for the final model of the research.
Methods: This was a descriptive-correlational study and an applied one in terms of objective. The statistical population included all elementary teachers of the mentioned district (n=420), 201 of whom (129 women and 72 men) were selected by random cluster sampling following determining the sample size by Krejcie and Morgan’s table. Data were collected using Jenni Donohoo’s enabling conditions for collective teacher efficacy questionnaire, character strengths and virtues questionnaire by Peterson and Seligman, and School effectiveness questionnaire by Sergiovanni et al. In addition, data analysis was carried out in AMOS version 24 using descriptive statistics and structural equation modeling.
Results: According to the results, teachers’ character strengths and virtues (β=0/19) and enabling conditions for collective efficacy (β=0/71) positively and significantly predicted school effectiveness.
Conclusions: Ultimately, the study of the obtained indicators showed a good fit for the final model of the research.
Keywords: Enabling Conditions for Collective Efficacy, Character Strengths and Virtues, School Effectiveness
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/04/20 | Accepted: 2024/05/13 | Published: 2024/12/1
Received: 2023/04/20 | Accepted: 2024/05/13 | Published: 2024/12/1
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