Cited by 42Teacher Education and Leadership StudiesSchool Choice and PerformanceEducational Assessment and Improvement

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No Child Left Behind and the quest for educational equity: The role of teachers’ collective sense of efficacy

Evans, Andrea·2009·Leadership and Policy in Schools

DOI 10.1080/15700760802416081

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Abstract

The current policy context established by No Child Left Behind (NCLB) calls for schools and teachers to develop and execute plans of action they believe will effectively address achievement gaps. This article uses conceptual and research literature to explore the construct of teachers' collective sense of efficacy and its potential influence on schools' efforts to respond to the equity mandate of NCLB. Specifically, I explore the relationship between teachers' collective sense of efficacy, accountability policy, and student achievement. I also examine the school leader's role in mediating policy, teachers' sense of efficacy, and school contexts in ways that can positively address educational inequities. Finally, I conclude with several implications for school leadership, policy, and future research.

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Authors: Evans, A.
Affiliations: Northern Illinois University (US)
Corresponding author: Evans, Andrea
Venue: Leadership and Policy in Schools
Publisher: Informa UK Limited
Published: 2009-01-23
Volume: 8
Issue: 1
Pages: 64-91
ISSN: 1570-0763 (ISSN-L)
1744-5043
DOI: 10.1080/15700760802416081
OpenAlex: W2028948345
Cited by: 37
References: 69
Citations by year: 2025: 1 · 2024: 4 · 2023: 2 · 2022: 2 · 2021: 3 · 2020: 2 · 2019: 2 · 2018: 2 · 2017: 2 · 2016: 1 · 2015: 3 · 2014: 1 · 2013: 4 · 2012: 5
FWCI: 11.33
Type: journal article
Language: en
Open access: closed
Locations: Leadership and Policy in Schools (publishedVersion)
Topics: Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › School Choice and Performance
Social Sciences › Education › Educational Assessment and Improvement
Keywords: No Child Left Behind Act, educational equity, educational accountability policy, achievement gap, school leadership, academic performance, school context, education policy

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No Child Left Behind and the quest for educational equity: The role of teachers’ collective sense of efficacy

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