The purpose of this research was to study the impact of School environment on teachers’ self-efficacy through a structural equation modeling analysis. Based on cluster random sampling, 223 questionnaires were collected. Expert consensus, item analysis and Cronbach’s alpha were used to validate School Environment and teachers’ self-efficacy questionnaires. Multiple regression analysis from among school level environment variables innovation, cooperation and decision making respectively had the greatest impact on and could predict teachers’ self-efficacy. According to the structural equation model developed school level environment had a significantly positive impact on teachers’ self-efficacy.
B, O., M, H., & H, M. (2014). A Structural Equation Model of the Impact of School Environment on Elementary Teachers’ Self-efficacy in Fars Province. Journal of New Approaches in Educational Administration, 4(16), 67-82.
MLA
O. B; H. M; M. H. "A Structural Equation Model of the Impact of School Environment on Elementary Teachers’ Self-efficacy in Fars Province". Journal of New Approaches in Educational Administration, 4, 16, 2014, 67-82.
HARVARD
B, O., M, H., H, M. (2014). 'A Structural Equation Model of the Impact of School Environment on Elementary Teachers’ Self-efficacy in Fars Province', Journal of New Approaches in Educational Administration, 4(16), pp. 67-82.
VANCOUVER
B, O., M, H., H, M. A Structural Equation Model of the Impact of School Environment on Elementary Teachers’ Self-efficacy in Fars Province. Journal of New Approaches in Educational Administration, 2014; 4(16): 67-82.
)
