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“…Adams and Forsyth (2006) found that contextual factors like school structure, student SES, and grade level influenced the cognitive processing of teachers' perceptions of school-level collective efficacy. Bruce and Ross (2008) collected data from multiple sources (teacher observation, teacher self-report, and peer coaching summaries) to explore how the sources of teacher self-efficacy operated in a group of 12 elementary school teachers.…”
This review investigates the state of teacher self-and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998-2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986-1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.Keywords Teachers . Self-efficacy . Collective efficacy Teacher efficacy-the confidence teachers hold about their individual and collective capability to influence student learning-is considered one of the key motivation beliefs influencing teachers' professional behaviors and student learning. In recent years, teacher efficacy research has been described as being "on the verge of maturity" by TschannenMoran et al. (1998, p. 202) and "ready to move beyond adolescent angst" by Henson (2002, p. 148). Certainly, the growth of teacher efficacy research has been rapid since the second half of the 1970s, the period that saw the RAND organization introduce two efficacy items on a teacher questionnaire and Bandura (1977) publish his influential early work on self-efficacy. Over the last 30 odd years, the volume of teacher efficacy research has increased, but questions remain about the direction, quality, and influence resulting from the increased attention given to the construct. Previous reviews and critiques have highlighted key issues that need attention in order for teacher efficacy research to attain maturity (e.g., Goddard et al.
“…Adams and Forsyth (2006) found that contextual factors like school structure, student SES, and grade level influenced the cognitive processing of teachers' perceptions of school-level collective efficacy. Bruce and Ross (2008) collected data from multiple sources (teacher observation, teacher self-report, and peer coaching summaries) to explore how the sources of teacher self-efficacy operated in a group of 12 elementary school teachers.…”
This review investigates the state of teacher self-and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998-2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986-1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.Keywords Teachers . Self-efficacy . Collective efficacy Teacher efficacy-the confidence teachers hold about their individual and collective capability to influence student learning-is considered one of the key motivation beliefs influencing teachers' professional behaviors and student learning. In recent years, teacher efficacy research has been described as being "on the verge of maturity" by TschannenMoran et al. (1998, p. 202) and "ready to move beyond adolescent angst" by Henson (2002, p. 148). Certainly, the growth of teacher efficacy research has been rapid since the second half of the 1970s, the period that saw the RAND organization introduce two efficacy items on a teacher questionnaire and Bandura (1977) publish his influential early work on self-efficacy. Over the last 30 odd years, the volume of teacher efficacy research has increased, but questions remain about the direction, quality, and influence resulting from the increased attention given to the construct. Previous reviews and critiques have highlighted key issues that need attention in order for teacher efficacy research to attain maturity (e.g., Goddard et al.
“…Teachers in the current study were under pressure to improve academic performance with their at-risk students at underperforming schools. Adams and Forsyth (2006) discussed that teachers may have the tools to teach, but it is the application of their tools in specific contexts that leads to effective teaching and student learning. Investigating collective teacher efficacy at the school level, Adams and Forsyth (2006) reported that the contextual variables of socioeconomic status, supportive school structures, and school level affected their collective teacher efficacy.…”
This study, grounded in Self-Efficacy Theory, investigated classroom teachers' self-efficacy changes related to teaching healthy behaviour content after participating in ongoing workshops. Participants were 50 male and female teachers at the primary (n = 17) and secondary (n = 33) levels from two schools in one Native American community. Teacher participants completed two previously validated teaching efficacy instruments. Results showed that student healthy behaviour knowledge scores were linearly related to increases in teacher efficacy. Teacher efficacy increased in a linear pattern (education efficacy) or fluctuated (healthy behaviour content). Classroom teachers can help to create develop healthy and active schools.
“…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).…”
Section: Eficácia Coletiva De Professoresunclassified
RESUMO -A eficácia coletiva de professores refere-se ao modo como os membros do corpo docente julgam as capacidades desse grupo para realizar as tarefas específicas de sua função. Este estudo objetivou revisar sistematicamente pesquisas sobre a eficácia coletiva docente, na perspectiva social cognitiva. Para tanto, foram realizadas buscas de artigos publicados entre 2010 a 2014, na base de dados da CAPES. O levantamento resultou em 12 artigos que contemplavam os critérios de inclusão pré-estabelecidos. Os resultados indicaram, por meio da análise dos objetivos dos artigos selecionados, que as variáveis mais utilizadas para estudar a eficácia coletiva foram: autoeficácia e satisfação no trabalho. Notou-se ainda que a maioria das pesquisas utilizou abordagem quantitativa, sendo necessário ampliar os estudos, aplicando técnicas qualitativas.Palavras-Chave: eficácia coletiva, professores, revisão sistemática
Characterization of studies on collective teacher efficacy from a Social Cognitive Theory perspectiveABSTRACT -Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.
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