Working a System That Doesn't Work for Them: The Influence of Teachers' Collaboration on Their Political Efficacy

• In Event: 30.025 - Work at the Core: Teacher Identity, Development, and Efficacy in Schools

Abstract

This study used survey data from more than 700 traditional public and charter school teachers. This study hypothesized that collaborative school environments would be positively and significantly associated with individual levels of internal and external political efficacy. HLM (hierarchical linear modeling) was employed to partial the variance to within school and between-school components. Collaboration and internal political efficacy were positively and significantly associated with teacher external political efficacy (teacher experience was negatively related). External political efficacy and teacher experience were positively and significantly associated with internal political efficacy.

Author

• Lauren P. Bailes, University of Delaware