Teacher attitudes on personal teaching efficacy and responsive teaching, and principal leadership behaviors in the areas of leader social relationships, leadership/goal setting, and collaboration for learning in low wealth, low and high achieving middle s

The purpose of this study was to investigate whether middle school teacher attitudes on personal teaching efficacy and responsive teaching and their descriptions of their principal's leadership behaviors in the areas of leader social relationships, leadership/goal setting, and collaboration for learning differ for high- and low-achieving Grade 8 English Language Arts (ELA) scores in low-wealth middle schools within the tri-county area of southern New York State. Furthermore, this study investigated how teacher attitudes toward their own work in the areas of personal teaching efficacy and responsive teaching and their descriptions of their principal's leadership behaviors in the areas of leader social relationships, leadership/goal setting, and collaboration for learning predict whether they are placed in a low- or high-achieving middle school.;A survey was completed by 151 teachers from low- and high-achieving middle schools within the tri-county area of southern New York State. Achievement was measured with a two-year average of New York State Grade 8 ELA assessment data. Demographic Factor Information from the New York State Comprehensive Report Cards retrieved from the NYSTART database was used to determine schools considered to be low-wealth, low-achieving, and low-wealth, high-achieving schools.;The data revealed that personal teaching efficacy was the strongest predictor for placement in low- or high-performing, low-wealth middle schools. Principals of middle schools, regardless of wealth status, will need to elevate their teachers' sense of personal teaching efficacy if they hope to see academic success for their students.