The relationship between school collective reflective practice and teacher physiological efficacy sources

Abstract

This study used Hierarchical Linear Modeling to analyze the relationship between school organizational behaviors and practices (at the school level) on teachers' reports of internal and external physiological sources of efficacy. Six hundred sixty-one teachers from 42 schools in the United States were surveyed to measure both individual sources of teacher efficacy and their school's professional learning community organizational behaviors. Findings from this study support existing research which suggests a relationship between collaborative organizational culture and these efficacy sources. It also adds to existing research by demonstrating which efficacy sources have a positive or negative relationship to the organizational behaviors.