Wayne K Hoy
Biographic Data
| ID | 291477 |
|---|---|
| NAME | Wayne K Hoy |
| GIVEN NAMES | Wayne K |
| FAMILY NAME | Hoy |
| SIGNATURE | HOY W K |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 296 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 7 |
Academic optimism of individual teachers: Confirming a new construct
Teacher's academic optimism: The development and test of a new construct
Academic Optimism of Schools: A Force for Student Achievement
Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample of 96 high schools. A random sample o…
Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions
This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each…
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
In this article we develop the theoretical argument that teacher trust in students and parents is critical to school success. Next, using survey data collected on 452 teachers and data on achievement in reading and mathematics and on socioeconomic status of 2,536 fourth-grade students in 47 urban elementary schools, we show that trust varied greatly among the elementary schools and that this variation was strongly related to differences among sch…
A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust
This multidisciplinary review draws on both theoretical and empirical literature on trust spanning the past four decades and brings that literature to bear on relationships of trust in schools. Studies involving a wide variety of methodologies have helped to clarify the meaning of trust in organizational settings. First, the authors examine the importance of trust for schools. Then they explore the nature and meaning of trust and the dynamics of …
Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement
This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument to examine urban elementary schools in one large midwestern district, collective teacher efficacy wa…
Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools
After an extensive review of the literature on trust, a multi-faceted definition of faculty trust was developed at three organizational levels: trust in principal, trust in colleagues, and trust in clients. Along with a general willingness to risk vulnerability, five faces of trust emerged: benevolence, reliability, competence, honesty, and openness. This conceptual formulation of faculty trust was then subjected to empirical test, which supporte…
Teacher Efficacy: Its Meaning and Measure
The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications …
Teachers' Sense of Efficacy and the Organizational Health of Schools
This study examined the relationships between 2 carefully specified dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate (institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis). The sample was composed of 179 teachers, randomly selected from 37 elementary schools in New Jersey. A teacher efficacy scale and a version of the Organizatio…
Prospective teachers' sense of efficacy and beliefs about control.
We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and PE were significantly correlated with bureaucratic orientation, but in opposite directions. Neither…
Teachers' sense of efficacy and their beliefs about managing students
Socialization of Student Teachers
In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. They became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. Student teachers also became less confident that they could overcome the limitations of home environment and family background. It is surprising th…
The Bureaucratic Socialization of Student Teachers
Subordinate Loyalty to Immediate Superior: A Neglected Concept in the Study of Educational Administration
The theoretical significance of Blau and Scott's concept of subordinate loyalty to an immediate superior was discussed, and the concept was applied in the study of hierarchical relationships in public secondary schools. Teacher loyalty to the principal was examined with respect to the authoritarianism, hierarchical influence, emotional detachment, and hierarchical independence of the principal. In addition, the Blau and Scott that loyalty to supe…
Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement
This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument to examine urban elementary schools in one large midwestern district, collective teacher efficacy wa…
Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions
This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each…
Teachers' sense of efficacy and their beliefs about managing students
The Bureaucratic Socialization of Student Teachers
Academic Optimism of Schools: A Force for Student Achievement
Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample of 96 high schools. A random sample o…
Socialization of Student Teachers
In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. They became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. Student teachers also became less confident that they could overcome the limitations of home environment and family background. It is surprising th…
Teacher's academic optimism: The development and test of a new construct
Academic optimism of individual teachers: Confirming a new construct
Subordinate Loyalty to Immediate Superior: A Neglected Concept in the Study of Educational Administration
The theoretical significance of Blau and Scott's concept of subordinate loyalty to an immediate superior was discussed, and the concept was applied in the study of hierarchical relationships in public secondary schools. Teacher loyalty to the principal was examined with respect to the authoritarianism, hierarchical influence, emotional detachment, and hierarchical independence of the principal. In addition, the Blau and Scott that loyalty to supe…
The Bureaucratic Socialization of Student Teachers
Prospective teachers' sense of efficacy and beliefs about control.
We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and PE were significantly correlated with bureaucratic orientation, but in opposite directions. Neither…
Teachers' sense of efficacy and their beliefs about managing students
Socialization of Student Teachers
In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. They became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. Student teachers also became less confident that they could overcome the limitations of home environment and family background. It is surprising th…
Teachers' Sense of Efficacy and the Organizational Health of Schools
This study examined the relationships between 2 carefully specified dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate (institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis). The sample was composed of 179 teachers, randomly selected from 37 elementary schools in New Jersey. A teacher efficacy scale and a version of the Organizatio…
Teacher Efficacy: Its Meaning and Measure
The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications …
Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools
After an extensive review of the literature on trust, a multi-faceted definition of faculty trust was developed at three organizational levels: trust in principal, trust in colleagues, and trust in clients. Along with a general willingness to risk vulnerability, five faces of trust emerged: benevolence, reliability, competence, honesty, and openness. This conceptual formulation of faculty trust was then subjected to empirical test, which supporte…
A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust
This multidisciplinary review draws on both theoretical and empirical literature on trust spanning the past four decades and brings that literature to bear on relationships of trust in schools. Studies involving a wide variety of methodologies have helped to clarify the meaning of trust in organizational settings. First, the authors examine the importance of trust for schools. Then they explore the nature and meaning of trust and the dynamics of …
Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement
This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument to examine urban elementary schools in one large midwestern district, collective teacher efficacy wa…
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
In this article we develop the theoretical argument that teacher trust in students and parents is critical to school success. Next, using survey data collected on 452 teachers and data on achievement in reading and mathematics and on socioeconomic status of 2,536 fourth-grade students in 47 urban elementary schools, we show that trust varied greatly among the elementary schools and that this variation was strongly related to differences among sch…
Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions
This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each…
Academic Optimism of Schools: A Force for Student Achievement
Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample of 96 high schools. A random sample o…
Teacher's academic optimism: The development and test of a new construct
Academic optimism of individual teachers: Confirming a new construct
Psychology (15 works) · Social Psychology (14 works) · Mathematics education (11 works) · Teacher Education and Leadership Studies (10 works) · Computer Science (7 works) · Social Psychology (7 works) · Self-efficacy (6 works) · Construct (python library (5 works) · Epistemology (5 works) · Parental Involvement in Education (5 works)