Self Efficacy and Collective Efficacy Beliefs in Relation to Position, Quality of Teaching and Years of Experience

Abstract

Special Educations teachers’ self efficacy and collective efficacy beliefs have been significantly under explored. In order to examine the relationship between those two constructs, the impact on achievement as well as the ways they correlate with demographic factors teachers from an outstanding inner city special school were asked to complete a survey consisting of three questionnaires. This study aimed to look into self efficacy and collective efficacy beliefs of teachers in satisfactory and outstanding schools for children with autism as well as to look at these constructs in relation to position, years of experience, frequency of supervision and other demographic factor . The results suggested the teachers in outstanding schools scored higher for both self efficacy and collective efficacy. Analysis of Variance within groups revealed statistically significant relationships between SE, CE and position and SE and years of experience.