Master's Thesis from the year 2009 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, , language: English, abstract: In this study, the relationship between collective teacher effectiveness and school improvementoriented culture is investigated through the case of ABC Secondary School. Collective teachereffectiveness is conceptualized with both the model of total teacher effectiveness and the model ofcontinuous learning. Collective teacher effectiveness is regarded as the primary goal the school strives toattain. On the other hand, school improvement oriented culture, which consists of an emphasis onlearning, collegiality and collaboration, is regarded as the value system of the school. Moreover, thetheoretical framework of this study includes characteristics of teachers (gender, age, and full-timeteaching experience) and the practices of academic divisions (the frequency and contents of formalmeetings, the encouraged activities, and the opportunities to participate in the decision-making process). The research findings support the conceptions of collective teacher effectiveness and schoolimprovement oriented culture. The results show that school improvement oriented culture, in general,caused collective teacher effectiveness directly and indirectly. Particularly, each cultural element haddifferent influential powers to collective teacher effectiveness, competence and performance. As a result,a general model and three sub-models of collective teacher effectiveness for ABC Secondary Schoolwere constructed. These findings also question the mechanism of goal-attainment proposed by thetheory of social system and provide us with a way to revise the current model of total teachereffectiveness. The recommendations to ABC Secondary School, the limitations of this study and the suggestionsfor further research are also discussed in this report.

Master's Thesis from the year 2009 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, , language: English, abstract: In this study, the relationship between collective teacher effectiveness and school improvementoriented culture is investigated through the case of ABC Secondary School. Collective teachereffectiveness is conceptualized with both the model of total teacher effectiveness and the model ofcontinuous learning. Collective teacher effectiveness is regarded as the primary goal the school strives toattain. On the other hand, school improvement oriented culture, which consists of an emphasis onlearning, collegiality and collaboration, is regarded as the value system of the school. Moreover, thetheoretical framework of this study includes characteristics of teachers (gender, age, and full-timeteaching experience) and the practices of academic divisions (the frequency and contents of formalmeetings, the encouraged activities, and the opportunities to participate in the decision-making process). The research findings support the conceptions of collective teacher effectiveness and schoolimprovement oriented culture. The results show that school improvement oriented culture, in general,caused collective teacher effectiveness directly and indirectly. Particularly, each cultural element haddifferent influential powers to collective teacher effectiveness, competence and performance. As a result,a general model and three sub-models of collective teacher effectiveness for ABC Secondary Schoolwere constructed. These findings also question the mechanism of goal-attainment proposed by thetheory of social system and provide us with a way to revise the current model of total teachereffectiveness. The recommendations to ABC Secondary School, the limitations of this study and the suggestionsfor further research are also discussed in this report.

Master's Thesis from the year 2009 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, , language: English, abstract: In this study, the relationship between collective teacher effectiveness and school improvementoriented culture is investigated through the case of ABC Secondary School. Collective teachereffectiveness is conceptualized with both the model of total teacher effectiveness and the model ofcontinuous learning. Collective teacher effectiveness is regarded as the primary goal the school strives toattain. On the other hand, school improvement oriented culture, which consists of an emphasis onlearning, collegiality and collaboration, is regarded as the value system of the school. Moreover, thetheoretical framework of this study includes characteristics of teachers (gender, age, and full-timeteaching experience) and the practices of academic divisions (the frequency and contents of formalmeetings, the encouraged activities, and the opportunities to participate in the decision-making process). The research findings support the conceptions of collective teacher effectiveness and schoolimprovement oriented culture. The results show that school improvement oriented culture, in general,caused collective teacher effectiveness directly and indirectly. Particularly, each cultural element haddifferent influential powers to collective teacher effectiveness, competence and performance. As a result,a general model and three sub-models of collective teacher effectiveness for ABC Secondary Schoolwere constructed. These findings also question the mechanism of goal-attainment proposed by thetheory of social system and provide us with a way to revise the current model of total teachereffectiveness. The recommendations to ABC Secondary School, the limitations of this study and the suggestionsfor further research are also discussed in this report.