the role of collective efficacy, enabling bureaucracy, and academic emphasis in academic ...

188 Pages·2005·0.48 MB·English

by  Tom Smerdon

THE ROLE OF ENABLING BUREAUCRACY AND ACADEMIC OPTIMISM
IN ACADEMIC ACHIEVEMENT GROWTH

DISSERTATION

Presented in Partial Fulfillment of the Requirements for

the Degree of Doctor of Philosophy in the Graduate

School of The Ohio State University

by

Leigh McGuigan, B.A., J.D.

The Ohio State University
2005

Dissertation Committee: Approved by

Professor Wayne K. Hoy, Adviser
_________________
Professor Anita Woolfolk Hoy Adviser
College of Education
Professor Lynne Perez

ABSTRACT

Collective teacher efficacy, faculty trust in students and parents, and academic
emphasis are school characteristics that have been found to be associated with academic
achievement, even when controlling for socioeconomic status. Researchers have
theorized that these three characteristics are dimensions of a single latent trait of
schools, called academic optimism. Factor analysis of survey results from forty
elementary schools in this study supported that theory.
The construct of enabling bureaucracy describes the extent to which the
structures and processes of a school support teachers’ work. Enabling bureaucracy was
correlated with academic optimism in the schools in this study.
Research studies have linked academic optimism and its dimensions of
collective efficacy, trust, and academic emphasis with scaled test scores and
percentages of students proficient on state tests. This study measured achievement
using value added gain scores, which report the extent to which students have achieved
the annual test score gains they would be expected to make, based on the actual testing
history of similar students. Correlation and regression analyses revealed no relationship
between academic optimism and school value added gain scores. A relationship
between academic optimism and percentage of students proficient on state mathematics
and reading tests was found, even when controlling for socioeconomic status.
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ACKNOWLEDGMENTS

You do not get this done without help. Thanks to:

Dr. Frank Walter, who said it was possible when no one else thought so, and
opened the doors to make it happen.
Dr. Wayne Hoy, a steady and patient source of knowledge, wise counsel, canny
support, and motivating deadlines. Asking him to be my adviser was the smartest thing
I did at Ohio State. It has been a gift to learn from the best in the business.
Dr. Anita Woolfolk Hoy, especially for making me learn about standardized
tests. Her elegance and open-minded commitment to successful teaching inspire us all.
Dr. Lynne Perez and Dr. Scott Sweetland, for their generous contributions of
time and support as committee members.
Dr. Jim Mahoney, Dr. Mike Nicholson, and the staff of Battelle for Kids, for
giving me access not only to value added scores, but to their expertise, finesse, and joy
in the work.
Diane Baugher and Deb Zabloudil, without whom navigating the bureaucracy
would have been impossible, and not nearly so much fun.
Dr. Bruce Tuckman, for giving me a great teaching job, and providing me a
fabulous laboratory for learning about learning.
D’Arcy Oaks, for making me look like I knew what I was doing.
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And special thanks to my Ohio State students, the good-natured victims of all
my experiments. I hope I gave them half as much as they gave me.
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VITA

May 29, 1954………………………………………Born - Asheville, North Carolina
1976……………………………………….................B.A., History, Duke University
1981………………………………………...…….J.D., University of North Carolina
1981-1989……………………………………………………Corporate Law Practice
1990-1999………………………………………...……Financial Services Executive
2000-present………………………………….......…….Entrepreneur and Consultant
2002-present……........……Graduate Research Assistant, The Ohio State University

FIELDS OF STUDY
Major Field: College of Education
Educational Policy and Leadership
Educational Administration
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TABLE OF CONTENTS

ABSTRACT.....................................................................................................................ii
ACKNOWLEDGMENTS...............................................................................................iii
VITA.................................................................................................................................v
LIST OF TABLES........................................................................................................viii
LIST OF FIGURES.........................................................................................................ix

CHAPTERS:

1. INTRODUCTION........................................................................................................1
Problem Statement and Purpose of the Study..............................................................4
Significance of the Study..............................................................................................9
Research Questions....................................................................................................10
Research Hypotheses..................................................................................................10
Definitions of Terms...................................................................................................11
Assumptions...............................................................................................................12
Limitations..................................................................................................................13
Summary.....................................................................................................................13

2. REVIEW OF THE LITERATURE............................................................................14
Enabling Bureaucracy................................................................................................14
Academic Optimism...................................................................................................38
Collective Efficacy..................................................................................................38
Trust........................................................................................................................59
Academic Emphasis................................................................................................66
Academic Optimism as a Single Trait of Schools...................................................82
Value Added Achievement Growth...........................................................................84
The Theoretical Model of School Student Achievement Growth..............................97

3. METHODOLOGY...................................................................................................105
Sample......................................................................................................................105
Data Collection.........................................................................................................109
Survey Items.............................................................................................................109
Enabling Bureaucracy..........................................................................................110
Collective Efficacy................................................................................................111
Trust......................................................................................................................113
Academic Emphasis..............................................................................................113
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Value Added School Gain Index Scores..................................................................115
School Socioeconomic Status...................................................................................115
Data Analysis............................................................................................................116

4. RESULTS.................................................................................................................117
Description of the Variables.....................................................................................117
Academic Optimism..............................................................................................118
Enabling Bureaucracy..........................................................................................120
Value Added Achievement Gains..........................................................................120
Descriptive Statistics................................................................................................121
Correlation and Regression Analyses.......................................................................124
The Relationship between Enabling Bureaucracy and Academic Optimism.......124
The Relationship between Academic Optimism and Value Added Gain Index
Scores...................................................................................................................126
Other Findings Not Related to the Hypotheses under Study....................................129
Summary of Results.................................................................................................135

5. DISCUSSION OF RESULTS..................................................................................137
Summary of Research Findings................................................................................139
Discussion of the Research Findings........................................................................141
The Construct of Academic Optimism..................................................................141
The Relationship Between Enabling Bureaucracy and Academic Optimism.......143
The Relationship Between Academic Optimism and Value Added Achievement
Gains.....................................................................................................................145
Other Findings......................................................................................................149
Practical Implications...............................................................................................152
Research Considerations..........................................................................................154
Conclusion................................................................................................................158

LIST OF REFERENCES.............................................................................................160

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LIST OF TABLES

3.1 Demographic Indicators…………………………………………… 108
3.2 Enabling Bureaucracy Survey Items………………………………. 110
3.3 Collective Efficacy Survey Items…………………………………. 112
3.4 Trust Survey Items………………………………………………… 113
3.5 Academic Emphasis Survey Items………………………………… 114
4.1 Number of Schools with Value Added Gain Index Scores……….. 120
4.2 Descriptive Statistics for Value Added Variables………………… 122
4.3 Descriptive Statistics for Other Variables…………………………. 123
4.4 Pearson Correlation Coefficients for Academic Optimism and
Value Added Gain Index Scores…………………………………... 126

4.5 Correlations among Value Added Scores…………………………. 128
4.6 Descriptive Statistics for Additional Variables……………………. 132
4.7 Correlations among Additional Variables…………………………. 134

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LIST OF FIGURES

2.1 Model of Teacher Efficacy………………………………………… 42
2.2 Model of School Student Achievement Growth………………….. 98
4.1 Scatterplot of Enabling Bureaucracy and Academic Optimism
Scores……………………………………………………………… 125

5.1 Structural Equation Model of Enabling Bureaucracy, Academic
Optimism, and Percentage of Students
Proficient…………………………………………………………… 157

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