You will develop a word document to include:
This was my research question ( security of the personal information of health care system users – how to protect cyber threats to important personal health care information using AI.
2. Use any one of the instruments given in the sample attached document i.e, either a regular survey questionnaire or closed-ended survey or archival data that could be used to answer the quantitative version of your research question.
Special note: for those using archival data, you will describe the process of data retrieval for your archival data. See examples to help.
3. A one-paragraph description/justification of how your chosen instrument/protocol is the best choice for answering the quantitative version of your research question.
See rubric for how the paper will be graded.
Emerging
Approaches Expectations
Meets Expectations
Exceeds Expectations
Instrument
70%
80%
Most lines of inquiry are necessary but some do not contribute to the analysis of the research topic
Many lines of inquiry are worded unclearly and ambiguously
Most rating scales are not equidistantly distributed and are unclear
Instrument design is difficult for users to follow and complete
90%
Most lines of inquiry are necessary and contribute to the analysis of the research topic
Almost all lines of inquiry are worded clearly and unambiguously
Most rating scales are equidistantly distributed and clearly stated
Instrument design is neat but sometimes difficult for users to follow and complete
100%
All lines of inquiry are necessary and contribute to the analysis of the research topic
All lines of inquiry are worded clearly and unambiguously
All rating scales are equidistantly distributed and clearly stated
Instrument design is neat and easy for users to follow and complete
3
5
years
5+ years
I am _______. *Ma k only one oval.
Male
Female
O her:
Instru tional Coa h Impa t
Survey
1. I se ve as inst uctional coach at the ________ level. *Ma k only one oval.
Elemen ary
Middle
High
2. I cu ently have ________ yea s of expe ience in education. *Ma k
only one oval.
05 years
610 years
1120 years
2130 years
30+ years
3. I cu ently have ________ yea s of expe ience as inst uctional coach.
*Ma k only one oval.
02 years
4.
5. I p ovide p e- and post-confe ences within the coaching cycle fo my
new and at- isk teache s in my building. * Ma k only one oval.
Strong y Disagree Strong y Agree
6. I p ovide monthly new teache meetings with agenda/schedule/sign-in
sheet. * Ma k only one oval.
Strong y Disagree Strong y Agree
Survey
7. I p ovide examples of feedback to teache s as follow-ups to class oom obse vation. * Ma k
only one oval.
Strong y Disagree Strong y Agree
8. I have evidence of modeling o co-teaching with teache s in my building. * Ma k only one
oval.
Strong y Disagree Strong y Agree
9. I have documentation aligning my wo k with new teache s specific to thei needs. * Ma k
only one oval.
Strong y Disagree Strong y Agree
10. I have evidence of teache equested assistance with follow up. * Ma k only one oval.
Strong y Disagree Strong y Agree
11. I have evidence of administ ation equested assistance with follow up. * Ma k only one
oval.
Strong y Disagree Strong y Agree
12. I have evidence of student inte vention plans fo the most at- isk students in ou building. *
Ma k only one oval.
Strong y Disagree Strong y Agree
13. I have evidence o data team meeting agendas and schedules fo students. * Ma k only one
oval.
Strong y Disagree Strong y Agree
14. I have sample data of a student in my building making academic p og ess and sample data
of a student in my building not making academic p og ess. * Ma k only one oval.
Strong y Disagree Strong y Agree
15. I have fidelity monito ing documentation fo students I conducted this school yea . * Ma k
only one oval.
Strong y Disagree Strong y Agree
16. I have weekly inte vention documentation f om my academic inte ventionists. * Ma k only
one oval.
Strong y Disagree Strong y Agree
17. I have evidence of wo king with a p io ity p ofessional lea ning community o othe
p ofessional lea ning community in my building. * Ma k only one oval.
Strong y Disagree Strong y Agree
18. I have evidence of fidelity monito ing fo standa ds-based inte vention being completed in
my building. * Ma k only one oval.
Strong y Disagree Strong y Agree
19. I have evidence of assistance given to teache (s) fo data analysis of Tie I data. * Ma k
only one oval.
Strong y Disagree Strong y Agree
20. I have documentation of esou ces sha ed with staff membe s. * Ma k only one oval.
Strong y Disagree Strong y Agree
21. I have documentation of school imp ovement goals based on TVAAS and achievement
data in my building. * Ma k only one oval.
Strong y Disagree Strong y Agree
22. I have evidence of PDs I o ganized du ing the school yea based on specific needs in ou
building. * Ma k only one oval.
Strong y Disagree Strong y Agree
23. I have evidence of needs assessments completed by teache s in my building. * Ma k only
one oval.
Strong y Disagree Strong y Agree
24. I have evidence of PDs I have attended this school yea based on ou building needs. *
Ma k only one oval.
Strong y Disagree Strong y Agree
25. I have evidence of collabo ation with othe inst uctional coaches o dist ict staff du ing this
school yea . * Ma k only one oval.
Strong y Disagree Strong y Agree
26. I have evidence of pa ent/family communication this school yea . * Ma k only one oval.
Strong y Disagree Strong y Agree
27. I have evidence of unive sal sc eening schedules, fidelity monito ing schedules, and
p og ess monito ing schedules being completed in a timely manne . * Ma k only one oval.
Strong y Disagree Strong y Agree
Researc queston
The rese rch queston used “C n m chine le rning id in preventng cybersecurity t cks in he lthc re”,
d t will be collected by the following: surveys will be sent to Chief Inform ton Security Ofcers (CISO)
nd Chief Inform ton Ofcers (CIO) or ny designee for cybersecurity rel ted m ters.
Collecton Instrument
Survey with closed ended questons will be used nd s follows:
Dependent Variable:
Dependent v ri ble will be do “do you currently h ve m chine le rning sofw re (sometmes c lled AI) to
prevent cyber- t cks. (yes or no)
Independent Variables:
Did you experience cyber- t ck? (yes or no)
Wh t type of t ck did you experience? (Select the type of t ck. Multple selectons permited)
Type of t ck:
Brute force p ssword t ck
DDoS/DoS
m lw re
r nsomw re
phishing
suspected insider thre t
other (write in type of t ck)
Did intrusion detecton work? (yes or no)
Wh t ye r did you experience the t ck?
Ye r of t ck (2015 – 2020) (select the ye r, Check box)
Not Contained in t e Study
Size of insttuton will not be ccounted for
Closed-Ended Survey
Do you currently h ve m chine
le rning sofw re (sometmes
c lled AI) to prevent
cybersecurity t cks?
Yes
No
Did you experience cyber-
t ck
Yes
No
Wh t type of t ck did you
experience? (Select the type of
t ck. Multple selectons
permited)
Brute force p ssword t ck
DDoS/DoS
M lw re
R nsomw re
Phishing
Suspected insider thre t
Other (write in type of t ck)
Did intrusion detecton work? Yes
No
Wh t ye r did you experience 2015
the t ck?
2016
2017
2018
2019
2020
1
Researc Question
The su vey espondents fo this esea ch was to unde stand whethe health ca e secu ity
is mo e impo tant as a conce n o to focus on the p oblem. Fo this data collection, the esea ch
question was to answe How machine lea ning can imp ove healthca e cybe secu ity and what
ML techniques can p otect health ca e data? (Ze ka et al., 2020). The pu pose of this study is to
measu e machine lea ning methods to imp ove healthca e cybe secu ity. Machine lea ning
techniques a e used fo cybe secu ity analysis to identify potential th eats and potential
vulne abilities in futu e systems and inf ast uctu e to p otect business systems and assets of
Healthca e systems. This focus on the p oblem of cybe secu ity in healthca e using cybe
secu ity ating as an indicato to identify cu ent th eats and potential vulne abilities in va ious
(Ze ka
et al., 2020).
Data Measure
The secu ity events of health ca e data will be collected f om elect onic health ca e
eco ds EHR to find insights of malicious activity by analysing la ge data set fo malicious
activity. This data is gene ated fo medical diagnosis info mation and p ovides unique
healthca e info mation including diagnosis codes, patient cha acte istics, and medical t eatment
info mation (Ze ka et al., 2020). Fo healthca e secu ity it is impo tant to evaluate the amount
of info mation used to find new th eats and othe b eaches by looking at secu ity events elated
to healthca e. This is possible if thus study unde stand the unde lying secu ity issues of
healthca e and secu ity awa eness of use s of the p oducts, especially ca e of healthca e (Ze ka
et al., 2020).
The dependent measu e is the ate of b eaches in te ms of healthca e data by the
espective technologies. Data set fo Healthca e Health ca e events will be gene ated based on a
su vey of ove 20,000 consume s. The pu pose of this study is to gathe data about elect onic
Archival Data
2
health ca e eco ds ( EHRs) of ove 20,000 consume s within a pe iod of two to th ee yea s.
The sample size is f om ove 50,000 in case of healthca e data and also f om ove 25,000 in
case of medical diagnostics info mation. It will assess the secu ity data by analysing the sou ce
info mation of EHR data.
Howeve , some of the aspects of this esea ch fo data collection a e as following
Patients health data.
Elect onic health eco ds.
Healthca e secu ity ating.
Info mation about cybe isk.
Pe sonal Health ca e info mation PHI.
Telemedicine data.
Social media data.
To collect data fo the study, the pa ticipants will gathe f om p ivate health ca e
companies on a daily basis. Afte the data gathe ing, it is sto ed in a compute located at thei
home add ess. The data is sto ed using the machine vision that is in use and the data is analyzed
in o de to identify specific ML techniques used to achieve mo e secu e health ca e data. At
some stage of the esea ch, the sample of pa ticipants will also be analyzed with ML techniques
to identify what will be the most impo tant health ca e secu ity events fo EHRs and to gathe
additional data. The final stage of this esea ch p oject is to identify ML techniques which will
be used to imp ove health ca e data secu ity and the study of ML techniques elated to ML
techniques elated to ML techniques elated to secu ity issues.
Howeve , the ML techniques used in this esea ch a e following
Reinfo cement Lea ning RL.
Convolutional neu al netwo ks CNNs.
Deep Lea ning DL.
3
Supe vised Lea ning.
Unsupe vised Lea ning.
Semi-supe vised Lea ning.
In health ca e cybe secu ity machine lea ning techbiques a e used to c eate a p ofile of
the health ca e p ovide s, the patients, the docto s and the patients’ habits and elationships
(Bouke che, & Coutinho, 2020).
Data a e collected f om these individuals and the data a e
analyzed in o de to identify what the health ca e p ovide s do, the health ca e events that they
will engage in, and the types of events that they will be using health ca e secu ity tools fo . At
some stage of the esea ch, the health ca e is analyzed with ML techniques to identify what the
health ca e p ovide s use in o de to p otect health ca e se vices, and to gathe additional data
(Bouke che, & Coutinho, 2020).
4
References
Bouke che, A., & Coutinho, R. W. (2020). Design Guidelines fo Machine Lea ning-based
Cybe secu ity in Inte net of Things. IEEE Netwo k.
Ze ka, F., Ba akat, S., Walsh, S., Bogowicz, M., Leijenaa , R. T., Jochems, A., … & Lambin, P.
(2020). Systematic eview of p ivacy-p ese ving dist ibuted machine lea ning f om
fede ated databases in health ca e. JCO clinical cance info matics, 4, 184-200.
Researc Queston
The in luence o educators and universities on irst – time, reshman students with low
GPA and ACT scores is more prevalent than ever. Teaching students to be success ul in college
courses, speci ically those with low standardized test scores is essential. One would create a mock
dissertation on this topic, by studying proactive, motivational study skills to students who enter
college with lower academic entrances. The research question is “What is the bene it o enrolling
students who lower than average composite standardized test scores into study and li e skills
courses?”. The purpose o this study will be to examine the e ectiveness o teaching a particular
cohort using T-test and linear regressions to determine the impact on those who receive the service
and those who do not.
Data Mea ure
The success o these courses will be based on grade point average, degree completion, and
time o degree completion. This data is housed in many universities registrar o ice; however, it
can also be ound at Kentucky Council on Postsecondary Education. These organizations collect
all students who have been enrolled in a determined course in Kentucky, their standardized test
scores, demographic characteristics, high school test scores and more. Those who obtained a
degree will be ound rom the University and the year that they began at the university to the year
they completed a degree. Grade point average will be available through individual universities that
the student attended. The in ormation regarding the course, those enrolled, the rate that continued
each year, and more will be available through the Kentucky Council on Postsecondary Education.
Attainment o Associates degrees (typically at a community, two-year university) versus a
Bachelor’s degree, can be ound rom the Kentucky Council on Postsecondary Education.
Archival Data
1 DATA CO ECTION
Researc Question and Purpose
The research question for this study is: “Does higher educational leadership have an impact
on student persistence from first-year to second-year in a public four-year institution?”
This study will be looking at a public four-year institution in the Midwest that is accredited by the
regional accrediting agency Higher earning Commission (H C). The institution has undergone a
complete change of leadership four years ago. With this change, we will be evaluating if there was
an impact on first-year to second-year student retention.
Collection of Arc ival Data
Each year, the university is required to disseminate a climate survey as a part of the
regional accreditation requirements. The climate survey is solely focused on the leadership of the
institution and the support they provide. The survey is a ikert scale, the university archives the
survey results for accreditation purposes and for assessing trends. These past and current results
will be gathered and utilized from the period before and after the leadership change. The survey
results are housed in the Office of Institutional Effectiveness and Assessment and are readily
accessible with a request submission. The study will analyze the survey results for four years prior
to the leadership change and the results for the four years since the change.
Additionally, the Office of Institutional Effectiveness and Assessment will be able to
provide first-year to second-year retention rates for the corresponding years. With both sets of data,
the study will evaluate if there is a correlation using a Chi-Square test. Furthermore, enrollment
and retention information for the institution can be accessed from Integrated Postsecondary
Education Data System (IPEDS) in order to gather a complete picture of enrollment and retention
trends during the eight-year period the study will be examining.
Archival Data
2 Running Head: 3.1 Week 3 Discussion Forum
Research Question:
What is the Influence of Corporate Structure and Vision Statements on the Organizations
Financial Success in thePeriod of January 2019 Through January 2021?
In looking at the topic of the influence of visionary leadership on change management and
implementation, the period immediately preceding and through the current peak of Covid-19 is a
time of unprecedented change. This period also encompasses a highly contested political election
for the president that exacerbates the requirements for change management and implementation for
an organization to remain successful. Organizational structure has a significant impact on how
information moves within a company and the speed at which it can be assimilated and reacted
upon (Krishnan, 2018). The leader is primarily responsible for implementing the corporate
structure and articulating and communicating its vision statement. Theprevalence of an articulated
and well-communicated vision statement within various organizational structures can be correlated
to financial performance metrics such as free cash flows (FCF) and the weighted average cost of
capital (WACC) to form statistical correlations. This will be contrasted with the same
organizational structure without a well-articulated and accessible vision statement with the
expected outcome that the same financial metrics will suffer. It is also expected that more
decentralized structures will enhance financial performance during periods of significant change.
A combination of survey and archival data will beutilized. The survey will be emailed to a
random selection of HRdepartments of 217 of the Fortune top 500 companies for distribution to
front line and middle managers (Krejcie, 1970). Archival data frompublicly available financial
statements will be used to determine FCF and WACC.
Survey
3 Running Head: 3.1 Week 3 Discussion Forum
Data Measure
A survey instrument will capture the independent variables of demographic information,
corporate structure, and vision data.
Demographic Information
1. Gender (check one): ________Female _________Male
2. Geographic Location of theCompany (Check one):
_________Northeast _________Southeast
_________Northwest _________Southwest
_________Midwest
3. What industry do you work in? _______________________________________
4. Approximately how many people are employed by your organization? ______________
CorporateStructure (Bolea & Atwater 2016).
1. How would you defineyour corporate structure?
A. Functional: Centralized, people are organized based on similar job skills. Tasks are
defined and structured.
B. Divisional/Organic: Organized by business function (region, unit, product).
Decentralized, with a focus on a specific part or region of the business, but typically
one responsible supervisor.
4 Running Head: 3.1 Week 3 Discussion Forum
C. Matrix: A combination of functional and divisional. Necessary when there rapidly
changing business environments. Combines structured functions with function-based
work teams with dual or multiple departmental supervisors.
Corporate vision will be measured on aLikert scale utilizing the following closed-ended
questions utilized in previous studies, pending approval from the authors (Carsten, 2006).
Corporate Vision
1 = Strongly Disagree, 2 = Disagree, 3 =Neither AgreeNorDisagree, 4 =Agree, 5 =Strongly
Agree.
1. I am aware of my company’s vision 1 2 3 4 5
2. I would feel comfortable explaining my 1 2 3 4 5
company’s vision to a new co-worker.
3. Measures have been taken to make sure 1 2 3 4 5
I understand the vision.
4. There is a commonality of purpose in my 1 2 3 4 5
organization.
5. There is total agreement on our organizational 1 2 3 4 5
vision across all levels, functions, and divisions.
6. The vision is aligned with my company’s 1 2 3 4
overreaching goals.
5
5 Running Head: 3.1 Week 3 Discussion Forum
7. The vision reinforces my company’s 1 2 3 4 5
guiding purpose.
8. The vision is aligned with my company’s 1 2 3 4 5
core philosophy.
9. Attempts to make things better atmy company 1 2 3 4 5
will not produce good results.
10. Plans for future improvement are likely to 1 2 3 4 5
change things for the better.
11. Suggestions on how to solve problems 1 2 3 4 5
are likely to produce real change.
12. Employees were involved in creating our 1 2 3 4 5
company’s vision.
13. Top management asked employees to 1 2 3 4 5
participate in the visioning process.
14. The vison was produced entirely by 1 2 3 4 5
top management.
15. Employees were asked to provide input on the 1 2 3 4 5
content of the vision statement.
Thinking about yourdepartment or work group, please indicate whether you
agree with the following statements using the scale from 1 (strongly disagree) to 5
(strongly agree).
6 Running Head: 3.1 Week 3 Discussion Forum
16. The vision helps to guide the goals or 1 2 3 4 5
Objectives of my department/work group.
17. The vision has an influence on the decisions 1 2 3 4 5
that are made by my department/work group.
18. My department/work group is not influenced 1 2 3 4 5
by the vision.
19. My department/work group plays an essential 1 2 3 4 5
role in achieving the vision.
Now, Thinking about your specific job, please indicate thedegree to which you
agree with each statement by circling a number between 1(strongly disagree) and 5
(strongly agree).
20. My work directly contributes to carrying out 1 2 3 4 5
the vision of my organization.
21. The vision helps guide my work activities. 1 2 3 4 5
22. I don’t understand how thevision impacts 1 2 3 4 5
my particular job.
23. The vision helps me understand thepurpose 1 2 3 4 5
of my work.
24. Generally speaking, I amvery satisfied 1 2 3 4 5
with my job.
7 Running Head: 3.1 Week 3 Discussion Forum
25. I am interested in my work. 1 2 3 4 5
Corporate financial data will be obtained from archival data found on the 10-Q (quarterly)
reports filed with theSecurities Exchange Commission (SEC) and publicly available on their
website (www.sec.gov). Corporate value, the dependent variable, can bedetermined as follows
(Brigham & Ehrhardt, 2020):
Value = FCF1/(1+WACC)
1 + FCF2/(1+WACC)
2 + FCF3/(1+WACC)
3 + …
FCF =EBIT(1- Tax Rate) – (Present year Operating Capital – Previous year Operating Capital)
Corporate earnings before income taxes (EBIT) and tax rate will be obtained on the SEC website
in the condensed consolidated statement of income. Operating capital will be obtained from the
condensed consolidated balance sheet as the sum of net property and inventory.
After exploring the difficulty in obtaining the WACCfrompublic financial records, and its
anticipated limited impact in the low interest rate environment during theperiod of interest (2019-
2020), corporate value will be approximated as the sum of the future cash flows (FCF’s).
Value ≈ FCF1 + FCF2 + FCF3 + …
8 Running Head: 3.1 Week 3 Discussion Forum
References
Bolea, A., &Atwater, L. E. (2016). Applied Leadership Development: Nine Elements of
Leadership Mastery. New York: Routledge, Taylor & Francis Group.
Brigham, E. F., & Ehrhardt, M. C. (2020). Corporate finance: a focused approach. (7th ed.).
Boston, MA:Cengage.
Carsten, M. K. (2006). Vision in focus: Investigating follower processes that mediate vision
articulation and organizational outcomes (Order No. 3233754). Available from
ABI/INFORM Global. (305357922). Retrieved from
https://search.proquest.com/dissertations-theses/vision-focus-investigating-follower-
processes/docview/305357922/se-2?accountid=10378
Creswell, J. W., &Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches. Thousand Oaks, CA: SAGE Publications.
Krejcie, R. V. &Morgan, D. W. (1970). Determining sample size for research activities.
Educational and Psychological Measurements, 30, 607-610.
Krishnan, R. R. (2018). Organizational change readiness: Effects of organizational structure and
leadership communication in organizational change (Order No. 10791024). Available from
ProQuestDissertations &Theses Global. (2055262240). Retrieved from
https://search.proquest.com/dissertations-theses/organizational-change-readiness-effects-
structure/docview/2055262240/se-2?accountid=10378
Teachers’ Sense of Efficacy Scale1 (long form)
Teacher Beliefs
How much can you do?
Directions: This questionnaire is designed to help us gain a better understanding of the g
V
e
ry
L
itt
le
Q
u
ite
A
B
it
kinds of things that create difficulties for teachers in their school activities. Please indicate
m
e
G
re
a
t
your opinion about each of the statements below. Your answers are confidential.
N
o
th
in
S
o
A
1. How much can you do to get through to the most difficult students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
2. How much can you do to help your students think critically? (1) (2) (3) (4) (5) (6) (7) (8) (9)
3. How much can you do to control disruptive behavior in the classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
4. How much can you do to motivate students who show low interest in school (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?
5. To what extent can you make your expectations clear about student behavior? (1) (2) (3) (4) (5) (6) (7) (8) (9)
6. How much can you do to get students to believe they can do well in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)
7. How well can you respond to difficult questions from your students ? (1) (2) (3) (4) (5) (6) (7) (8) (9)
8. How well can you establish routines to keep activities running smoothly? (1) (2) (3) (4) (5) (6) (7) (8) (9)
9. How much can you do to help your students value learning? (1) (2) (3) (4) (5) (6) (7) (8) (9)
10. How much can you gauge student comprehension of what you have taught? (1) (2) (3) (4) (5) (6) (7) (8) (9)
11. To what extent can you craft good questions for your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
12. How much can you do to foster student creativity? (1) (2) (3) (4) (5) (6) (7) (8) (9)
13. How much can you do to get children to follow classroom rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)
14. How much can you do to improve the understanding of a student who is failing? (1) (2) (3) (4) (5) (6) (7) (8) (9)
15. How much can you do to calm a student who is disruptive or noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)
16. How well can you establish a classroom management system with each group of (1) (2) (3) (4) (5) (6) (7) (8) (9)
students?
17. How much can you do to adjust your lessons to the proper level for individual (1) (2) (3) (4) (5) (6) (7) (8) (9)
students?
18. How much can you use a variety of assessment strategies? (1) (2) (3) (4) (5) (6) (7) (8) (9)
19. How well can you keep a few problem students form ruining an entire lesson? (1) (2) (3) (4) (5) (6) (7) (8) (9)
20. To what extent can you provide an alternative explanation or example when (1) (2) (3) (4) (5) (6) (7) (8) (9)
students are confused?
21. How well can you respond to defiant students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
22. How much can you assist families in helping their children do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)
23. How well can you implement alternative strategies in your classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
24. How well can you provide appropriate challenges for very capable students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
Survey
Teachers’ Sense of Efficacy Scale1 (short form)
Teacher Beliefs
How much can you do?
Directions: This questionnaire is designed to help us gain a better understanding of
the kinds of things that create difficulties for teachers in their school activities. Please
indicate your opinion about each of the statements below. Your answers are
confidential.
N
o
th
in
g
V
e
ry
L
itt
le
S
o
m
e
Q
u
ite
A
B
it
A
G
re
a
t
D
e
a
l
1. How much can you do to control disruptive behavior in the classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
2. How much can you do to motivate students who show low interest in school (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?
3. How much can you do to get students to believe they can do well in school (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?
4. How much can you do to help your students value learning? (1) (2) (3) (4) (5) (6) (7) (8) (9)
5. To what extent can you craft good questions for your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
6. How much can you do to get children to follow classroom rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)
7. How much can you do to calm a student who is disruptive or noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)
8. How well can you establish a classroom management system with each (1) (2) (3) (4) (5) (6) (7) (8) (9)
group of students?
9. How much can you use a variety of assessment strategies? (1) (2) (3) (4) (5) (6) (7) (8) (9)
10. To what extent can you provide an alternative explanation or example when (1) (2) (3) (4) (5) (6) (7) (8) (9)
students are confused?
11. How much can you assist families in helping their children do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)
12. How well can you implement alternative strategies in your classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
Directions for Scoring the Teachers’ Sense of Efficacy Scale1
Developers: Megan Tschannen-Moran, College of William and Mary
!!!!!!!!!!!!!!!!!!!!!!!!!Anita Woolfolk Hoy, the Ohio State University.
!
Construct Validity
For information the construct validity of the Teachers’ Sense of Teacher efficacy Scale, see:
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and
elusive construct. Teaching and Teacher Education, 17, 783-805.
Factor Analysis
It is important to conduct a factor analysis to determine how your participants respond to the
questions. We have consistently found three moderately correlated factors: Efficacy in Student
Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management, but at
times the make up of the scales varies slightly. With preservice teachers we recommend that the
full 24-item scale (or 12-item short form) be used, because the factor structure often is less
distinct for these respondents.
Subscale Scores
To determine the Efficacy in Student Engagement, Efficacy in Instructional Practices, and
Efficacy in Classroom Management subscale scores, we compute unweighted means of the items
that load on each factor. Generally these groupings are:
Long Form
Efficacy in Student Engagement:
Efficacy in Instructional Strategies:
Efficacy in Classroom Management:
Items
Items
Items
1, 2, 4, 6, 9, 12, 14, 22
7, 10, 11, 17, 18, 20, 23, 24
3, 5, 8, 13, 15, 16, 19, 21
Short Form
Efficacy in Student Engagement:
Efficacy in Instructional Strategies:
Efficacy in Classroom Management:
Items
Items
Items
2, 3, 4, 11
5, 9, 10, 12
1, 6, 7, 8
Reliabilities
In Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive
construct. Teaching and Teacher Education, 17, 783-805, the following were found:
Long Form Short Form
Mean SD alpha Mean SD alpha
OSTES 7.1 .94 .94 7.1 .98 .90
Engagement 7.3 1.1 .87 7.2 1.2 .81
Instruction 7.3 1.1 .91 7.3 1.2 .86
Management 6.7 1.1 .90 6.7 1.2 .86
1 Because this instrument was developed at the Ohio State University, it is sometimes referred to
as the Ohio State Teacher Efficacy Scale. We prefer the name, Teachers’ Sense of Efficacy
Scale.
1 DATA GATH RING INSTRUM NT
Mock D ssertat on Top c- Updated
Has the COVID-19 pandemic changed teacher perspectives on Professional Learning
Communities and collaboration?
If so, how can school administrators expand upon this changed perspective as a
transformational moment for increased collaboration?
I started preliminary research on this topic, in a broad sense, for the Learning in
Adulthood course, but based everything on my opinion rather than hard evidence. I would
appreciate the opportunity to see if my opinions will be supported within survey results
and other researchers conclusions. Also, there has been renewed pushes on
Professional Learning Communities within my school, but much of the focus has
concerned administrative paperwork, data analysis, etc. rather than on relationships,
collaboration, etc. I feel this research could be applicable to the school’s administrative
team as the purpose of PLC’s may expand beyond pre-pandemic status.
Data Gather ng Instrument
The Tennessee Department of ducation in partnership with Vanderbilt University
conducts a yearly ducator Survey, and historical data is available to establish trends.
The survey results are detailed at the State, District, and School level, if 45% of the
teachers respond. Unfortunately with March 2020 COVID-19 closures, only 22% of
teachers participated in the 2020 Tennessee ducator Survey at LaVergne High School. I
would like to focus on those questions which relate to collaboration and Professional
Learning Communities to gather information. I was able to track trends within State and
District data, but would like to go further into the school level to direct administrative
action in my building concerning PLCs, collaboration, and teacher support related to
Archival Data
2 DATA GATH RING INSTRUM NT
retention. The questions from the Tennessee ducator Survey related to collaboration
include:
1. Our school staff is a learning community in which ideas and suggestions for
improvement are encouraged. (TN ducator Survey 2020, 2019, 2018)
2. On average, how many hours per week do you spend creating or sourcing
materials to use for classroom instruction including planning time during and
outside of school hours? (TN ducator Survey 2020, 2019)
3. What percentage of this total time is spent on collaborative instructional planning?
(TN ducator Survey 2020)
I would also add specific questions concerning teacher burnout inspired from the RAND
Teacher Survey including:
1. To what extent is each of the following a concern for you right now? Feelings of
Burnout (RAND 2020)
My data gathering instrument will be a survey to LaVergne High School teachers based
on the questions from the Tennessee ducator Survey and other prominent surveys
including RAND, AIR, and TALIS. The TALIS data on fostering collaboration to improve
professionalism is in depth and I am still taking time to fully read all the components of the
research to see how it fits into my topic since it provides international information.
There is emerging research concerning the impact of COVID-19 on educator
perspectives from the University of Maryland’s College of ducation, but much of the
research completed by groups like RAND and the American Institutes for Research, has
focused on student subgroup support ( nglish-Language, conomically Disadvantaged,
Special ducation, etc.) and District/Administrative response from an organizational
3 DATA GATH RING INSTRUM NT
standpoint. It appears there is a focus on how schools mismanaged the pandemic
response, and I would like my focus to surround increased collaboration as a positive
effect of the pandemic.
I set up a preliminary SurveyMonkey Survey based on those questions I would like
to focus on related to PLCs and collaboration. I may have to explore other platforms
based on the limits within the free version of SurveyMonkey. I know faulty may be more
honest in a platform not connected to school login information. You can see the survey at
this link- https://www.surveymonkey.com/r/6PLFQLF I realize I will also need to add
demographic style questions too to analyze the data appropriately and cite the questions.
Resources
American Institutes for Research. (2020). Teaching in the time of COVID-19.
https://www.air.org/resource/teaching-time-covid-19
Hamilton, L., Grant, D., Kaufman, J., Diliberti, M., Schwartz, H., Hunter, G., Messan
Setodji, C., and Young, C. (2020. COVID-19 and the state of K–12 schools: results
and technical documentation from the spring 2020 American educator panels
COVID-19 surveys. https://www.rand.org/pubs/research_reports/RRA168-1.html.
O CD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued
Professionals, TALIS, O CD Publishing, Paris, https://doi.org/10.1787/19cf08df-
en.
4 DATA GATH RING INSTRUM NT
Patrick, S.K., & Newsom, U. (2020). Teaching through a global pandemic: COVID-19
insights from the Tennessee educator survey.
https://peabody.vanderbilt.edu/T RA/files/T S2020_COVID_Brief_FINAL.p
df
Tennessee Department of ducation (TDO ). (2020). 2020 Tenne ee educator
urvey. https://www.tn.gov/education/data/educator-
survey.html
Tennessee Department of ducation (TDO ). (2019). 2019 Tenne ee educator
urvey. https://www.tn.gov/education/data/educator-survey/2019-tn-educator-
survey.html
Tennessee Department of ducation (TDO ). (2018). 2018 Tenne ee educator
urvey. https://www.tn.gov/education/data/educator-survey/2018-tennessee-
educator-survey.html
Tennessee Department of ducation (TDO ). (2020). Tennessee educator survey
2020 overview: A report from the Tennessee Department of ducation.
https://www.tn.gov/content/dam/tn/education/data/2020-survey/Combined_Briefs.p
df
University of Maryland’s College of ducation. (2020). The impact of COVID-19 on
teachers. https://education.umd.edu/research-college/impact-covid-19-teachers
