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The study concentrates on five areas: the importance of teachers, the definition and components of teacher quality, self-efficacy, and teacher efficacy. The discussion reviews research on achievement predictors, classroom impact of teacher quality, and the persistent achievement gap between White students and children of color, arguing for examining these linkages to improve student outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-quality-variables-and-efficacy-for-teaching-minority-students/601774/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-quality-variables-and-efficacy-for-teaching-minority-students/601774.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the manuscript focus on for urban minority students?","Question",{"text":112,"@type":113},"It examines how teacher quality variables relate to teacher efficacy for instructing urban minority students, with the goal of improving student achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the manuscript describe key teacher-quality-related constructs?",{"text":117,"@type":113},"It addresses teacher quality by defining its components and also discusses self-efficacy and teacher efficacy as related variables in instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the manuscript argue the need to study teacher quality and efficacy?",{"text":121,"@type":113},"It emphasizes that teachers are responsible for students’ successful learning and that an achievement gap persists between White students and children of color.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601774,1792165425,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Teacher Quality Variables and Efficacy for Teaching  \nMinority Students  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of  \nschool administration and K-12 education.  \nPorcia E. West  \nFred C. Lunenburg  \nMack T. Hines III  \nSam Houston State University  \nIn this analysis of the extant literature, we examined teacher quality variables that have shown a relationship with teacher efficacy for instructing urban minority students. We focused on the following areas: (a) importance of teachers, (b) teacher quality defined, (c) components of teacher quality,(d) self-efficacy, and (e) teacher efficacy.  \nIntroduction  \nA review of the current literature revealed that much research has been devoted to the study of teacher quality variables (Darling-Hammond, 2009a, 2009b, 2012; Lieberman & DarlingHammond, 2011; Marzano, 2009), self-efficacy (Bandura, 1977, 1982, 1986, 1997), and teacher efficacy (Hughes, 2012; Klassen, Tze, Betts, & Gordon, 2011; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) , but little research has been done with respect to these variables in teaching minority students, specifically. Accordingly, we focused on the relationship of these variables in improving student achievement for minority students. Because teachers are responsible for the successful learning of all students and because an achievement gap continues to exist between white students and children of color, we contend it is important to examine the link between teacher quality variables and teacher efficacy for teaching urban minority students.  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 1 – March 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, attribution  \nto the author/s is required.  \nImportance of Teachers  \nColeman shocked educators with his finding that school level characteristics mattered little in explaining student achievement (Coleman et al, 1966) . He argued that schools had only a negligible effect on student performance and that most of the variation in student learning was a product of differences in family background. Edmonds (1979) was the first to dispute Coleman’s findings. In his 1979 article, Edmonds set forth six effective school correlates—clear and focused mission, principal leadership, high expectations for student achievement, opportunity to learn and time on task, frequent monitoring of student progress, and safe and orderly climate—which seemed to refute Coleman.  \nSubsequent findings related to student performance found teacher quality to be a strong predictor of student achievement (Darling-Hammond, 2000, 2008, 2012; Lieberman & Darling-Hammond, 2011; Marzano, Pickering, & Pollock, 2010) . In particular, Rivkin, Hanushek, and Kain (2005) revealed that teacher quality plays a vital role in the progression of positive student results. Rivkin et al. (2005) projected that the after-effects of a one standard deviation increase in teacher quality produces an increase in student success of at least 0.11 standard deviations in the total mathematics test score and 0.095 standard deviationsin reading test score allocations. Furthermore, Hanushek and Rivkin (2004) predicted that an underprivileged student (i.e. one who is eligible for free or reduced lunch), who is allowed to have five sequential teachers one standard deviation above the norm in teacher quality, can virtually overcome the average success variance coming from a disadvantaged populace.  \nDefining Teacher Quality  \nSince the No Child Left Behind Act of 2001 (Public Law 107-110) became law and approximately two decades prior, one of the most important topics in the field of education is teacher quality and its impact on student achievement. This has been exemplifi","cbCaioOLS3UChFyL","https://ap.wps.com/l/cbCaioOLS3UChFyL","pdf",196213,"English","# Introduction\n## Importance of Teachers\n## Defining Teacher Quality","[{\"question\":\"What relationship does the manuscript focus on for urban minority students?\",\"answer\":\"It examines how teacher quality variables relate to teacher efficacy for instructing urban minority students, with the goal of improving student achievement.\"},{\"question\":\"How does the manuscript describe key teacher-quality-related constructs?\",\"answer\":\"It addresses teacher quality by defining its components and also discusses self-efficacy and teacher efficacy as related variables in instruction.\"},{\"question\":\"Why does the manuscript argue the need to study teacher quality and efficacy?\",\"answer\":\"It emphasizes that teachers are responsible for students’ successful learning and that an achievement gap persists between White students and children of color.\"}]","Teacher Quality Variables and Efficacy for Teaching Minority Students | PDF",1792093407,48]