Abstract
The current study aimed at exploring the most prominent constituent elements of collective teacher efficacy beliefs and their contributing factors in the specific context of English language teaching. To this aim, 30 English language teachers and instructors’ perceptions of collective teacher efficacy were inspected through a series of in-depth interviews at different high schools, English language institutes, and universities. Three focused group interviews were also conducted with 15 English language teachers and instructors in those three educational contexts. Data gleaned from interviews were analyzed utilizing thematic content analysis. The common themes that emerged from the qualitative data as the constituent elements of collective teacher efficacy encompassed instructional capability, decision-making capability, the ability to cope with difficult situations, the ability to communicate effectively, the ability to create a positive climate, the ability to collaborate with colleagues, and the...
Highlights
Considering the significant effect of organizational culture and its influence on participants and group outcomes, numerous studies have focused on major features of educational organizationsPUBLIC INTEREST STATEMENTConsidering the significant effects of the construct of collective efficacy on the achievement of both the students and the teachers, this study attempted to inspect EFL teachers and instructors’ perceptions concerning the elements that constituted collective efficacy and the other contextual factors that affected English language teachers’ and instructors’ collective efficacy in different educational contexts of school, English language institute, and university, and English language institute
The common themes that emerged from the qualitative data as the constituent elements of collective teacher efficacy encompassed instructional capability, decision-making capability, the ability to cope with difficult situations, the ability to communicate effectively, the ability to create a positive climate, the ability to collaborate with colleagues, and the ability to keep discipline
The participants identified instructional capability, decision-making capability, the ability to cope with difficult situations, the ability to communicate effectively, the ability to create a positive climate, the ability to collaborate with colleagues, and the ability to keep discipline as the elements that formed collective teacher efficacy
Summary
The participants identified instructional capability, decision-making capability, the ability to cope with difficult situations, the ability to communicate effectively, the ability to create a positive climate, the ability to collaborate with colleagues, and the ability to keep discipline as the elements that formed collective teacher efficacy. They acknowledged that receiving administrative support, employing shared leadership, and teachers’ job satisfaction were the contributing factors. As an important property of schools, collective teacher efficacy is the product of the dynamic interaction between educators resulting in strong associations with academic performance (Bandura, 1993, 1997). Collective efficacy is regarded as a significant organizational factor due to the fact that social foundations’ strength to some extent relies on their collective ability and their inclination to solve problems (Bandura, 1997)
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