The purpose of this study was to determine whether teachers' perceptions of self-efficacy and collective teacher efficacy are interrelated and how these two constructs may be impacted by teacher demographic characteristics, such as educational level, grade level taught, and number of years of teaching experience. This study focused entirely on the interrelationships of teacher efficacy and collective teacher efficacy in three suburban, conservative Christian schools in north Texas. Specifically, the demographic characteristics of age, gender, ethnicity, particular school campus, number of years teaching, number of years teaching at the current school, highest degree received, type of teacher certification, certification grade level and subject area, grade level taught, and particular subject taught were studied for the non-random, convenience sample of 216 kindergarten through twelfth grade teachers. A correlational analysis of teacher efficacy and collective teacher efficacy yielded a Pearson r of .35 at a statistically significant level (p < .01); combining these two variables with teacher demographic variables in multiple regression analyses confirmed the relationship between teachers' perceptions of teacher efficacy and collective efficacy at a statistically significant level (p < .001). A review of the squared structure coefficients in the first multiple regression analysis (R2 = .284, p < .001) …

The purpose of this study was to determine the relationship between principals' leadership styles and principals'/teachers' implementation of technology. The Leadership Effectiveness and Adaptability Description (LEAD) Self was used to identify the primary and secondary leadership styles of principals. The Level of Technology Implementation (LoTi) Questionnaire was used to identify the level of technology implementation (LoTi), personal computer use (PCU) and current instructional practice (CIP) scores for both teachers and principals. Data collected from 390 K-12 teachers and 22 principals of three large suburban districts in the Dallas-Fort Worth Metroplex was included in data analysis. The findings suggest that differing leadership styles do play a role in the LoTi, PCU, and CIP scores among teachers. Based on descriptive statistics it was determined that teachers with "participating" principals had higher mean LoTi and PCU scores than those with "telling" and "selling" principals. The difference in the mean PCU scores was statistically significant (p<.05) for teachers with "selling" and "participating" principals. Results also showed there was a statistical significance (p<.05) in the mean PCU and CIP scores of teachers working for principals with weak and high adaptability. Due to the low number of principals participating in this study, there is a need …