Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement

Upward, Downward, and Horizontal Social Comparisons: Effects on Adjustment, Emotions, and Persistence in Teachers

“…Horizontal social comparisons were similarly expected to be psychologically beneficial for teachers as observed in previous studies consistently highlighting the benefits of associated constructs such as relatedness (e.g., Ryan & Deci, 2000), belongingness (e.g., Van Ryzin et al, 2009), and collective self-efficacy (e.g., Goddard, Hoy, & Hoy, 2000). Whereas findings concerning the effects of perceived relatedness on teachers' adjustment are mixed (e.g., relatedness; Klassen et al, 2012), the present hypothesis nonetheless aligns with related research with teachers on the psychological benefits of other comparable constructs, namely collective self-efficacy (e.g., Skaalvik & Skaalvik, 2007; see also Parker et al, 2006;Tschannen-Moran et al, 1998).…”

“…Despite long-standing empirical evidence showing social comparisons to be an effective strategy for coping with stressors in interpersonal, health, and educational settings (e.g., Buunk et al, 1990;Collins, 1996;Corcoran et al, 2011;Festinger, 1954), and related psychosocial variables showing significant benefits for teachers (e.g., relatedness, collective self-efficacy; Klassen et al, 2012, Goddard et al 2000, social comparisons have not previously been explored as a motivational strategy among teachers. To address this research gap, the present study investigated the psychological effects of social comparisons as a motivational self-regulation strategy among teachers on critical occupational measures of burnout, job satisfaction, and intentions to quit, as well as teaching-related emotions and illness symptoms.…”

Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy

“…The functional relationships between teacher efficacy and student outcomes reported at the individual teacher level have been replicated at the collective level in a few studies. Schools with high collective teacher efficacy have higher student achievement than schools with lower levels of collective teacher efficacy, independent of the effects of student socio-economic status (Bandura, 1993;Goddard, 2001;Goddard et al, 2000;Goddard & Goddard, 2001;Goddard, Hoy, & LoGerfo, 2003;Ross, Hogaboam-Gray, & Gray, 2003). There is also evidence that collective teacher efficacy is linked to school characteristics such as prior student achievement, school socio-economic status, and teacher involvement in school decision making (Goddard, 2002a;Goddard et al, 2003;Ross et al, 2003).…”

“…All items were taken from previous studies (Goddard et al, 2000;Leithwood, Aitken, & Jantzi, 2001;Rosenholtz, 1989;Ross, Hannay, & Brydges, 1998). Transformational leadership consisted of 12 items measuring teacher perceptions that their principal leads by developing the capacity of the organization and its members to adapt to the demands of a changing environment.…”

Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences

“…While the participants' selfefficacy to plan for and teach science through argumentation was higher than their self-efficacy to assess students' learning during argumentation, they shared some concerns regarding the actual implementation of argumentation-based pedagogy. This is expected given that teacher efficacy is dependent on several factors: teachers' knowledge of science content, the complexity of the task to be performed and the context in which the task is being performed (Goddard, Hoy & Woolfolk, 2000).…”