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dc.contributor.authorPendergast, D
dc.contributor.authorMain, K
dc.contributor.editorS. Garvis and D. Pendergast
dc.date.accessioned2019-01-28T23:03:42Z
dc.date.available2019-01-28T23:03:42Z
dc.date.issued2016
dc.identifier.isbn9789463005197
dc.identifier.urihttp://hdl.handle.net/10072/143444
dc.description.abstractIn 2015 all Queensland schools engaged in the biggest education reform in the last 50 years with Year 7 students moving from primary into high school settings. Aligned to this change, all government schools implemented Junior Secondary for Years 7-9. This required the active adoption of six guiding principles which impacted directly on expectations of teacher practice. To prepare for this reform, in 2014 the Department of Education, Training, and Employment (DETE) commissioned the Junior Secondary Leading Change Program (hereafter the Program) for delivery to the Principal and two school leaders of each of the 259 state high school leadership teams across the state. The Program was developed to build capacity in participants to lead effective change processes in schools, including serving as pedagogic leaders for classroom teachers. This chapter outlines the development of the Program which incorporated a number of reflection and evaluation components for the leadership team participants. One component was to consider leaders' perceptions of teacher self-efficacy with regard to implementation of the junior secondary guiding principles. This was investigated through the administration of a survey at two points during the Program - the first at the beginning of the Program. The purpose of this survey was to provide a stand-alone base point for each school which was compared to a second iteration of the survey administered at the end of the Program. The importance of understanding teacher self-efficacy was regarded to be a direct reflection of the likely success of the reform over time, as the focus of change had a strong component of classroom practice.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSense Publishers
dc.publisher.placeNetherlands
dc.publisher.urihttps://brill.com/abstract/title/36662
dc.relation.ispartofbooktitleAsia-Pacific Perspectives on Teacher Self-Efficacy
dc.relation.ispartofchapter7
dc.relation.ispartofpagefrom103
dc.relation.ispartofpageto114
dc.subject.fieldofresearchEducation Systems not elsewhere classified
dc.subject.fieldofresearchcode130199
dc.titleTeacher Self-Efficacy and Junior Secondary: Exploring a Moment of Reform in Queensland Schools
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2016 Sense Publications. The attached file is reproduced here in accordance with the copyright policy of the publisher. It is the author-manuscript version of the paper. Please refer to the publisher’s website for further information.
gro.hasfulltextFull Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorMain, Katherine M.


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