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

Abstract

This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument to examine urban elementary schools in one large midwestern district, collective teacher efficacy was positively associated with differences between schools in student-level achievement in both reading and mathematics.

Effect of Communication Competence on Self-Efficacy in Kaohsiung Elementary School Directors: Emotional Intelligence as a Moderator Variable

“…As a result, research on self-efficacy beliefs was extended to the fields of teacher efficacy, collective efficacy, and leadership efficacy (e.g. Goddard, Hoy, & Woolfolk, 2000;Tschannen-Moran & Woolfolk, 2001;McCormick, Tanguma, & Lopez-Forment, 2002). Ashton (1984) named two dimensions of teacher efficacy, general and personal.…”

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

“…If teachers have inaccurate and native perceptions of computational thinking, it will directly influence how they teach this area (Milton, Rohl, & House, 2007). Researchers have established strong connections between teacher efficacy and teacher behaviours that foster student achievement (Goddard, Hoy & Hoy, 2000;Guo et al, 2010;Ross, HogaboamGray, & Hannay, 2001). If teachers do not feel efficacious for teaching computational thinking, students may have negative experiences in learning the concept (Israel et al, 2015).…”

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

“…Considerada como importante aspecto do contexto escolar (Bandura, 1993(Bandura, , 1997, a eficácia coletiva de professores pode explicar, em parte, os efeitos da ação docente sobre o sucesso acadêmico dos estudantes, de modo a contribuir para a compreensão de como as escolas apresentam resultados diferentes entre si (Goddard, Hoy & Hoy, 2000). Vale destacar que não se pode perder de vista fatores que devem ser considerados nesse contexto, como os aspectos sociodemográficos (Goddard, 2001), socioeconômicos (Parker, 2006;Tchannen-Moran & Barr, 2004), somados àqueles relacionados à infraestrutura, suporte pedagógico, questões sociais e políticas de cada escola (Adams &Forsyth, 2006;Skaalvik & Skaalvik, 2007).…”

“…Essa escala, tipo likert, mede as crenças de eficácia coletiva de professores através de 21 itens, em um contínuo de 1 a 6. Goddard et al (2000) utilizaram a Teacher Efficacy Scale de Gibson e Dembo's (1984) como base para desenvolver as medidas da CE-Scale (longform) (Dantas, Guerreiro-Casanova, & Azzi, 2012).…”

“…Goddard et al (2000) criaram itens positivos e negativos para não influenciar os participantes da pesquisa. Esses itens estão relacionados à "competência de grupo" (GC) e à "análise de tarefas" (AT) (Dantas et al, 2012).…”