The Relationships Between School Climate, Teacher Self Efficacy, and Teacher Beliefs
This quantitative study examined the relationship between school climate, teacher self efficacy, and teacher beliefs. Teachers at two middle schools in rural southern Virginia participated in the study. Middle school teachers were surveyed using the School Climate Index to collect information about teacher perceived views on their school's climate and the Teacher Sense of Efficacy Scale to gather information about teacher self efficacy. Pearson Product Moment Correlations were used to measure the relationship between school climate and teacher selfefficacy as well as teacher self efficacy and four teacher perceived climate factors, including collegial leadership, teacher professionalism, academic press, and community engagement. Data analysis did not provide evidence of a significant relationship between school climate and teacher self efficacy. A positive correlation, however, was found in the relationship between teacher self efficacy and community engagement. Recommendations for future research include replicating this study in elementary and high schools as well as in schools with different demographics, populations, and accreditation statuses to determine generalizations about school climate and teacher self efficacy.