Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understanding of the relationship between different dimensions of transformational school leadership and collective teacher efficacy. Second, a contribution of teacher self-efficacy to collective efficacy beliefs was established, confirming the assumptions of social cognitive theory on reciprocal causality between two types of perceived efficacy: individual and collective.

Given that teacher self-efficacy has been recognized as a significant predictor of desirable outcomes at the student as well as at the teacher level, it is necessary to address the lack of a robust measure of this construct in Serbia. the present study examined the reliability, factor structure, and criterion validity of the 12-item teachers' Sense of efficacy Scale (tSeS) among a sample of 452 Serbian teachers. Internal consistency estimates for scores on the tSeS varied from .77 to .88. the results of confirmatory factor analysis showed that a three-factor model of the tSeS yielded the best fit to data. criterion validity of the tSeS was supported by relationships of all its subscales with teacher job satisfaction. Primary school classroom teachers reported significantly higher self-efficacy for student engagement compared to secondary and high school teachers. No significant differences were found with gender and years of teaching experience. our results confirm that the tSeS is a reliable and valid instrument, and thus potentially useful for research within the Serbian cultural context. both areas for future research and practical implications are discussed.

The aim of this study is to verify the psychometric properties of the translation of the questionnaire which is designed for self-assessment of students' motivation toward science learning, SMTSL. Besides being translated and adapted to Serbian language, the questionnaire was adapted to the specific properties of chemistry as a school subject. The administered questionnaire consisted of 29 items in the five-point Likert scale and contained five subscales which assessed a sense of self-efficacy for learning chemistry, active learning strategies, chemistry learning value, performance goal and achievement goal. The suitability of the theoretical model and psychometric characteristics of the questionnaire were assessed on the sample of 741 grammar school students. The results show that the tested model has good fit indicators. The calculated values of the indicators of reliability and representativeness indicate quite satisfactory psychometric properties of the questionnaire and it can be used in further research.

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