The Mediating Role of Collective Teacher Efficacy Beliefs in the Relationship between School Climate and Teacher Self-efficacy across Mainstream and Special Needs Schools

Abstract

This study explores how prior student achievement, through school types, predicts teacher self- and collective efficacy and perceived academic climate of 183 teachers from mainstream primary and secondary schools and special needs schools in Singapore. Teachers differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the school climate of the school. Mediational analyses indicated that teacher collective efficacy mediates the relationship between teacher self-efficacy and seven aspects of school climate except for work pressure. These findings were discussed with respect to the socio-cognitive perspective.