Collective efficacy: toward a new narrative of its development and role in achievement

T. J. Hoogsteen

doi:10.1057/s41599-019-0381-z

Abstract

The body of collective teacher efficacy (CTE) research has developed considerably since Goddard referred to the school-level factor as a “neglected construct” in the study of schools and achievement. The research base has identified quantitative effects, antecedents, and consequences, all of which support the claim that collective efficacy is important to schools and achievement while also supporting the claim by Goddard et al. that schools should be led in a direction that will develop collective efficacy, which will in turn spur continuous growth in CTE and student achievement. Even with all of this, a gap in the literature remains, and instead of considering the reciprocal relationship between collective efficacy and achievement, the excitement behind the positive outcomes of collective efficacy has led to wider exposure of the concept and, as argued, a misguided attempt to treat CTE as the main catalyst for enacting school improvement. Considering this latter point, general school improvement literature from the realms of leadership and collaboration is drawn upon and connected to CTE research in an endeavor to create a more holistic narrative of collective efficacy, its development, and its role in school improvement and student achievement.

Highlights

The body of collective teacher efficacy (CTE) research has developed considerably since Goddard referred to the school-level factor as a “neglected construct” in the study of schools and achievement
This article will undertake a review of literature and conceptual analysis in order to propose a new narrative of collective efficacy, re-evaluate the prevailing theory of action, and hypothesize a new one, moving the CTE knowledge base forward and creating opportunities for future research
There are several ways CTE is defined; Goddard et al (2000) characterized CTE as the perceptions of teachers in a school that the efforts of the faculty as a whole will have a positive effect on students (p. 480), whereas Tschannen-Moran and Barr (2004) classified it as the collective self-perception that teachers in a school make an educational difference to their students over and above the educational impact of their homes and communities (p. 190)

Summary

Consequences of Cultural Norms

Processes, and Ross et al (2004) adds that when school leadership enacts a supportive approach in the area of goal setting there is potential to contribute to the sources of efficacy and this may be a stronger indicator of CTE than even mastery experiences. Escobedo (2012) suggests that teacher celebrations and student celebrations should have a positive effect of collective efficacy beliefs, with teacher celebrations having a slightly greater effect Celebrations of this nature can include recognition of successes at staff meetings and sharing of student success at school-wide assemblies. School leaders contribute to improved student outcomes by collaboratively setting school goals with teachers, monitoring and assessing goals often, and sharing and celebrating success. This success contributes to mastery and vicarious sources of efficacy, which in turn, can spur further improvement and outcomes associated with CTE

Leadership and collaboration

Sources of Efficacy

Findings

Additional information