Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement

Einar M Skaalvik,Sidsel Skaalvik

doi:10.4236/ce.2019.107104

Abstract

The purpose of this study was to explore how collective teacher efficacy and teacher self-efficacy were related to teachers’ perceptions of job resources and job demands in the working environment at school, teachers’ feeling of belonging and teacher engagement. Three job resources were included: positive and supportive relations with colleagues, positive and supportive relations with the school leadership, and shared goals and values. Three job demands were also included: discipline problems, time pressure, and student diversity. Participants in the study were seven hundred and sixty teachers in elementary school (grade 1 - 7) and middle school (grade 8 - 10). Data were analyzed by means of confirmatory factor analysis and SEM analyses. The SEM analysis revealed that all job resources were positively associated with collective efficacy and belonging whereas teacher self-efficacy was positively associated with teacher engagement. The SEM analyses also indicated that the job resources were indirectly associated with teacher self-efficacy, mediated through collective efficacy and that collective efficacy was indirectly associated with engagement, mediated through teacher self-efficacy.

Highlights

IntroductionSkaalvik the courses of action required to produce given attainments has received much attention in educational research the past couple of decades
The SEM analysis revealed that all job resources were positively associated with collective efficacy and belonging whereas teacher self-efficacy was positively associated with teacher engagement
We propose that a reasonable interpretation of these findings is that the teachers’ self-efficacy beliefs are affected by collective teacher efficacy beliefs, which mediate the association between job resources at school and teacher self-efficacy

Summary

Introduction

Skaalvik the courses of action required to produce given attainments has received much attention in educational research the past couple of decades. Less attention has been given to collective teacher efficacy, which refers to teachers’ “beliefs about the ability both of the team and of the faculty of teachers at the school to execute courses of action required to produce given attainments” The purpose of the present study was to explore the relation between collective teacher efficacy and teacher self-efficacy and how these constructs were related to teachers’ perceptions of the working environment at school, teachers feeling of belonging and teacher engagement

Objectives

Methods

Results

Discussion

Conclusion