The Effects of a Multi-Layer Accountability System on Teacher Self-Efficacy and Classroom Goal Orientations and Its Impact on Student Performance

The Effects of a Multi-layer Accountability System on Teacher Self-efficacy and Classroom Goal Orientations and its Impact on Student Performance There are multiple factors that affect student academic achievement, including student, parent, and teacher factors. The present research studies the relationships among teacher self-efficacy, classroom goal orientations and structures, and student performance. Previous studies have shown a strong correlation between teacher self-efficacy and classroom goal orientation. Although much research has been done on both issues, very little research has taken into account the role of organizational education structure and its impact on how teachers may or may not change to increase student performance. Research was conducted from data obtained at an urban, Midwest charter school which has a unique organizational model of increasing student achievement with multiple levels of accountability. The current research addresses: the positive relationship between classroom goal structures and student performance, the significant relationship between classroom goal structure and teacher self-efficacy, the impact of organizational structure on teacher self-efficacy, and the organizational structure affect on teacher classroom goal orientation. I argue that the novel organizational model of the researched school does not significantly impact student performance in relation to teacher self-efficacy nor classroom goal orientation. Increased student performance can be more fully explained at the teacher level, regardless of the educational structure under which teachers are employed