Collective Efficacy Beliefs:Theoretical Developments, Empirical Evidence, and Future Directions

Goddard, Roger D.; Hoy, Wayne K.; Hoy, Anita Woolfolk

doi:10.3102/0013189x033003003

Cited by 716 publications

(666 citation statements)

References 42 publications

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“…This shared judgement that the combined efforts of colleagues can enable the required action for a positive accomplishment is referred to as collective efficacy (Goddard, Hoy, & Woolfolk Hoy, 2004). As yet no research has explored collective efficacy in terms of how colleagues', senior staffs' or students' self-efficacy supports outdoor professional development programme for science teachers.…”

Section: Discussionmentioning

confidence: 99%

‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning

Glackin

2016

International Journal of Science Education

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Teaching outdoors has been established as an important pedagogical strategy, however science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire, yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the 'Thinking Beyond the Classroom' project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued 'authentic' science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.3

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Section: Discussionmentioning

confidence: 99%

‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning

Glackin

2016

International Journal of Science Education

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“…By extension, once trusting and open professional relationships have been created, nurtured and developed within the school gates and beyond, they may function as 'bonding social capital' which, as research shows, not only facilitates coordinated actions between individuals, but also allows people to pursue their goals, and serves to bind the organisation together and through this, improve its efficiency (Putnam, 1993;Field, 2008;Hargreaves and Fullan, 2012). For teachers, social relationships and networks in and between workplaces bring intellectual, spiritual and emotional resources which they can use to enhance their collective efficacy and shared beliefs of professional control, influence and responsibility and, ultimately, improve the achievement of their students (Goddard, 2002;Goddard et al, 2004;Mawhinney et al, 2005).…”

Section: Relational Resiliencementioning

confidence: 99%

The role of relational resilience in teachers’ career-long commitment and effectiveness

2014

Teachers and Teaching

133

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At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers' external accountabilities, work complexity and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers' capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers.

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“…Since Bandura introduced the concept of self-efficacy perceptions, research in many arenas has demonstrated the power of efficacy judgments in human learning, performance and motivation [7]. An extension of Bandura's self-efficacy is collective or group efficacy which captures a member's beliefs about the capacity of a group or organization.…”

Section: Introductionmentioning

confidence: 99%

Group Efficacy in Asynchronous vs. Multi-synchronous Virtual Teams: An Empirical Study

Pan

Zhao

2007

Lecture Notes in Computer Science

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Abstract. Group efficacy has begun to receive more attention in HCI. The paper describes a mixed-design experiment aimed to explore the effect of time on group efficacy development in two computer-mediated virtual conditions: asynchronous vs. multi-synchronous teams. The relationships of group efficacy measures at different times and tool evaluation, team satisfaction and performance are also explored. Forty university students who participate in the study are administered questionnaires over the course of the assigned ten-day task. Results show group efficacy changes as a function of time in the asynchronous environment. In addition, the positive relations between group efficacy and tool evaluation and adoption and team satisfaction were demonstrated for asynchronous groups. The findings indicate group efficacy is dynamic with team development and useful in signaling how technology and collaboration modes impact user experience and interaction in the asynchronous environment.

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Collective Efficacy Beliefs:Theoretical Developments, Empirical Evidence, and Future Directions

Abstract: This analysis synthesizes existing research to discuss how teachers' practice and student learning are affected by perceptions of collec-

Cited by 716 publications

References 42 publications

‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning

‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning

The role of relational resilience in teachers’ career-long commitment and effectiveness

Group Efficacy in Asynchronous vs. Multi-synchronous Virtual Teams: An Empirical Study

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