Teacher Perceptions of Principal Support and Collective Responsibility Affect Self-efficacy7/25/2018 Variables The purpose of this multiple regression test is to examine whether math teachers’ perceptions of collective responsibility and principal support, the independent variables measured as interval-ratio, affect math teacher self-efficacy, the dependent variable measured as interval-ratio. Each variable data was taken from the High School Longitudinal Study dataset (National Center for Educational Statistics, 2009). Since I am using two independent variables to examine how it affects one dependent variable, multiple regression serves as the best model to complete such task (Frankfort-Nachmias & Leon-Guerrero, 2018). Nonetheless, the multiple regression test reveals a statistically significant relationship between the two independent variables and the dependent variable. Model and ANOVA The model summary reveals an R-value of .21, indicating the Pearson Correlation Coefficient is a slight positive correlation between math teachers’ perceptions of principal support and collective responsibility against math teaching self-efficacy. Also, the Adjusted R Square value of .45, indicates 45% of math teachers’ self-efficacy is affected by their perceptions of principal support and collective responsibility (Laureate Education, 2016). The ANOVA test reveals an F value of 331.63 at a significance of .000, well below the conventional .05 alpha level, therefore, rejecting the null that math teachers’ self-efficacy is not affected by their perceptions of principal support and collective responsibility.
Coefficients The Unstandardized Coefficients Beta value for math teacher’s perceptions of principal support is .062, meaning for one unit increase in perceptions of principal support, math teacher’s self-efficacy will increase by .062. A one unit increase in math teacher’s perceptions of collective responsibility, math teacher’s self-efficacy will increase by .165. Lastly, the significance of each independent variable is .000, indicating a rejection of the null that there is no relationship between teacher’s perceptions of principal support and collective responsibility against math teacher’s self-efficacy (Laureate Education, 2016). Therefore, we can conclude that teacher perceptions of principal support and collective responsibility do affect their ability to deliver effective instruction.
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