Collective Efficacy Beliefs And Their Sources In NCAA Division I Soccer Players

Instruments for the measurement of collective efficacy beliefs in college athletes do not provide domain-specific information that reflects the unique nature of collegiate athletics or the characteristics of specific sports. Without domain-specific measures, interventions designed to enhance collective efficacy beliefs in collegiate athletes will not be optimized. This study proposes new scales to measure the collective efficacy beliefs of NCAA Division I soccer players and identify the sources of those beliefs. Additionally, this study aims to measure how well collective efficacy beliefs are predicted by their individual sources and how the academic, social, and structural background factors present in the collegiate athletic environment moderate the relationship between collective efficacy beliefs and their sources. To test collective efficacy beliefs and their sources, a survey was distributed to NCAA Division I soccer players. Scale structures were validated using a confirmatory factor analysis (CFA). The predictive power of the sources and moderating effect of background factors were analyzed with multiple regression. The results suggested a Sources of Collective Efficacy Beliefs scale comprised of positive preparation and performance environment and a Collective Efficacy Beliefs scale comprised of self-regulation and inclusivity. The results also showed that positive preparation and performance environment significantly predicted collective efficacy beliefs and background factors had no moderating effect. These results suggest that a collective efficacy beliefs scale for NCAA Division I soccer players should include academic, social, and structural items, and that coaches can enhance collective efficacy beliefs in their teams by influencing positive preparation and the performance environment

Analysis of the Virginia Teacher Evaluation System Through a Functionalist Lens

Effective teacher evaluations serve the dual function of being both summative and formative (Danielson & McGreal, 2000). The current evaluation tool in Virginia uses a traditional approach of incorporating standardized test scores as forty percent of a measure of teacher effectiveness. By way of a literature review, this article applies a sociological perspective to the process of teacher evaluations in Virginia through a functionalist lens. Additionally, an examination of the pros and cons of a traditional versus authentic student assessment model is included. Evidence gathered suggests the current Virginia teacher evaluation tool fulfills the summative, but not the formative, function. This discrepancy could have lasting negative ramifications if not remedied, as the need to support teachers in achieving maximum professional performance is central to the educational system serving its inherent function of producing competent citizens capable of contributing to society