Exploring the Development of a Competitive-Advantage Model for Online Education in a Small State University

The purpose of this study was to determine the extent to which Collective Teacher Efficacy explained the variance in Black and Hispanic enrollment in Advanced Placement and International Baccalaureate classes.

In order to achieve this purpose, survey research methodology was employed with Virginia high schools as the unit of study.

Fifty-three schools were selected based on participation in, and open enrollment practices for, Advanced Placement and International Baccalaureate Classes.

A 10% random sample of teachers within the core teaching areas at each of the schools was invited to participate.

Each teacher received a packet containing Goddard's Collective Teacher Efficacy Survey (2002) and a pre-addressed and stamped envelope for survey return.

Demographic data regarding percentage of Black and Hispanic enrollment participation, socioeconomic status (SES), limited English participation (LEP) rates, and school size was collected from individual schools, websites, and division offices.

Survey and demographic data were received from 40 of the 53 schools (75% response rate).

Stepwise multiple regression analysis revealed that Collective Teacher Efficacy (CTE) did not explain statistically significant variance (p > .05) in Black and Hispanic enrollment.

However, there may be some practical significance in that one of the CTE constructs (Group Competency) explained 4.8% of the variance in Black enrollment (p < .077).

The control variables of SES, LEP participation and school size combined to explain 43.8% of the variance in Black enrollment and 85.5% of the variance in Hispanic enrollment.

The lack of validity and reliability of the methodology might explain the lack of statistical significance.

The small sample size of schools and the large number of variables included in the regression analysis limited the external validity of the findings.

Potential outliers in the schools with low response rates limited the reliability.

According to the test developers, a reliable sample consisted of a minimum of five returned surveys.

Thirty-five percent of the schools in the study had less than 5 teacher responses.

The fact that a CTE construct explained 4.8% of Black enrollment suggests that Black enrollment may in fact be impacted at least to some degree by levels of collective teacher efficacy.