Collective Teacher Efficacy Research Articles

Curriculum Mapping Practices of Teachers as Determinants of their Collective Efficacy in Public Elementary Schools

This study aimed to explore how teachers' curriculum mapping practices relate to their collective efficacy in public elementary schools within Tugbok District, Davao City. The study used the non- experimental quantitative research design utilizing correlational method. The respondents of this study composed of 107 teachers using a universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation or Pearson r and Regression Analysis. The findings revealed that the teachers achieved a high level on curriculum mapping practices. Meanwhile teachers established a high level in collective efficacy in public elementary schools. There was a significant relationship between curriculum mapping practices of teachers and their collective efficacy in public elementary schools. The domains of curriculum mapping practices of teachers were significantly influenced to their collective efficacy in public elementary schools. It is articulated in this study that collective efficacy of teachers in public elementary schools should be raised in a very high level. It was concluded that the high level of curriculum mapping practices of teachers would also increase to their collective efficacy in public elementary schools.

The mediation of organizational commitment between collective teacher efficacy and work engagement

The mediation of organizational commitment between collective teacher efficacy and work engagement

Collective teacher efficacy and its relationship to attitudes to inclusion of students with special educational needs in Sweden

ABSTRACT This study aimed to investigate the perceived collective teacher efficacy, teacher attitudes to inclusion of students with special educational needs, and the relationship between the constructs in a sample of Swedish teachers. The participants were 930 teachers involved in the Inclusive Behavioural Support in Schools implementation programme. The teachers answered the two questionnaires: The Teacher Attitudes to Inclusion Scale Swedish version (TAIS-Sw) and the Collective Teacher Efficacy Scale (CTES). The questionnaires were analysed and adapted to fit the sample adequately. This exploration identified a three-factor model for TAIS-Sw that is suitable for the data. The three latent variables related to classroom management, perception of the positive effects of inclusion for all students, and objections towards segregated special education. For CTES, a two-factor model showed a good fit for the data. The latent variables were related to aspects of teachers’ competence, including belief in competency and skills to teach all students. The questionnaires identified positive expressions of collective teacher efficacy but more hesitant attitudes to inclusion. Structural equation modelling was used to investigate the relationship between the constructs of collective teacher efficacy and attitudes to inclusion, revealing a small positive relationship. Further investigations could help identify factors supporting successful inclusive practices.

The Roles of Collective Teacher Efficacy and Commitment in the Relationship Between Turkish Language Teachers’ Job Satisfaction and School Principal Distributed Leadership

The purpose of the current study was to investigate the relationship between principal distributed leadership and teacher job satisfaction, with the mediating role of collective teacher efficacy. It also investigated the moderating role of teacher commitment in the link between collective teacher efficacy and teacher job satisfaction. Drawing data from a sample of 338 Turkish language teachers in secondary schools in Turkey, the current study employed a cross-sectional survey design. Moderated mediation structural equation modeling was utilized to analyze the data. Results provided a moderate direct association between distributed leadership and teacher job satisfaction and an indirect relationship mediated by collective teacher efficacy. Researchers also found the moderating role of teacher commitment in the relationship between collective teacher efficacy and teacher job satisfaction to be positive and significant. Results provide evidence from a non-Western developing context and Turkish language teachers, contributing to the global knowledge base by confirming the positive and direct link between distributed leadership and teacher job satisfaction while highlighting the significant mediating role of collective teacher efficacy between these two constructs and the moderating role of teacher commitment in reflecting this role in teacher job satisfaction. Implications for policymakers and practitioners are discussed.

Organizational resilience and transformational leadership for managing complex school systems

IntroductionIn the context of global challenges facing educational institutions, this study explores the dynamics between transformational leadership, collective teacher efficacy, and organizational resilience in school systems. Specifically, it examines the mediating role of collective teacher efficacy in the relationship between middle leaders’ transformational leadership and organizational resilience.MethodsThe study involved data collection from 103 middle-leaders and 506 randomly selected secondary school teachers across Israel. Structural equation modeling was used to analyze the data, focusing on the mediating role of collective teacher efficacy in the relationship between transformational leadership and organizational resilience.ResultsThe analysis revealed that collective teacher efficacy fully mediates the relationship between middle-leaders’ transformational leadership and organizational resilience. Middle-leaders’ transformational leadership positively impacts collective teacher efficacy, which in turn enhances organizational resilience. The study’s findings suggest that educational institutions can significantly increase their organizational resilience by fostering transformational leadership and strengthening collective teacher efficacy.DiscussionThe implications of these findings are both theoretical and practical. Theoretically, the study expands the understanding of the interplay between leadership styles and organizational resilience in educational settings. Practically, it provides insights for educational policymakers and practitioners aiming to enhance the resilience of schools by promoting transformational leadership and collective teacher efficacy.

Collective teacher efficacy and turnover intentions in Turkish high schools: Mediating role of organizational commitment

Teacher continuity is one of the prerequisites for a school to fulfill expected organizational roles. Various organizational problems, notably low academic achievement, are observed at schools where personnel turnover is high. Therefore, it is necessary to disclose the teachers' turnover intention drivers. Though they are limited in number, previous studies have revealed that collective teacher efficacy is one of the critical factors influencing turnover intention. However, researchers have yet to focus on the holistic effects of collective teacher efficacy and organizational commitment on turnover intention. Therefore, the current study aims to test the innovative model developed to explore the direct and indirect relations among collective teacher efficacy, organizational commitment, and turnover intention. The data were collected from 607 teachers working in public high schools in 12 different regions of Turkey using a stratified sampling technique. The collective teacher efficacy, organizational commitment, and turnover intention scales were used as data collection tools. Structural equation modeling was used to analyze the data. As a result of the analyses, it was found that collective teacher efficacy was negatively related to teachers' turnover intentions. The results of the analysis confirm that organizational commitment is an essential mediator between collective teacher efficacy and turnover intention. Strengthening collective teacher efficacy in schools is vital to reduce teachers' turnover intentions. In addition, increasing organizational commitment will positively reduce teachers' turnover intentions. The current study is expected to contribute to research focusing on the effects of collective teacher efficacy on teachers' turnover intentions.

Effective Principal Leadership Behaviors That Enhance Teacher Collective Efficacy

This qualitative case study explored teachers’ perceptions regarding the impact of principal leadership behaviors that helped to enhance teacher collective efficacy (TCE). Through analysis of focus group and individual, in-depth interviews, four leadership behaviors supporting enhanced TCE emerged: (1) relationship building, (2) trust, (3) collaboration, and (4) empowerment. The findings suggest that site and district leaders should focus on these four leadership behaviors to enhance TCE.

Principal Support and Teacher Self-Efficacy as Predictors of Collective Teacher Efficacy

<p style="text-align: justify;">This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.</p>

Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers' collective efficacy and moderating effect of mindfulness in teaching.

This study was aimed at testing a moderated mediation model of teaching mindfulness and teachers' collective efficacy in the relationships between the organizational climate of kindergartens and teacher professional learning. A sample of 1,095 kindergarten teachers completed self-report questionnaires assessing their perceptions of the organizational climate of kindergartens, collective efficacy, teaching mindfulness, and professional learning. Controlling for teaching experience and kindergarten level, the results show that kindergarten organizational climate significantly and positively predicted teacher professional learning and the collective efficacy of teachers played a partial mediating role between them.Furthermore, moderation analysis revealed that teaching mindfulness moderated the relationship between kindergarten organizational climate and teacher professional learning. These results expand our understanding of how the organizational climate of kindergartens affects teacher professional learning. In practice, professional learning of kindergarten teachers can be facilitated by creating an open organizational climate and improving their ability to perceive the collective. Furthermore, the moderating role of teaching mindfulness suggests that intervening in teachers' teaching mindfulness possibly is an influential way to maximize the impact of kindergarten organizational climate on professional learning.

Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis

PurposeResearch investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.Design/methodology/approachThe study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.FindingsThe results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.Originality/valueThe study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

Primary school teachers' perceived organizational support and job satisfaction: The mediating role of collective efficacy

We examined how perceived organizational support and collective efficacy affect the job satisfaction of primary school teachers in China, and explored whether collective efficacy mediates the relationship between perceived organizational support and job satisfaction. We gathered data from 245 teachers using the Job Diagnostic Survey, the Organizational Support Measurement Scale, and the Collective Teacher Efficacy Scale. Our results confirmed there were positive correlations between job satisfaction and perceived organizational support, and between job satisfaction and teachers' collective efficacy, supporting our initial hypotheses. Notably, perceived organizational support directly influenced teachers' job satisfaction and also indirectly influenced their job satisfaction through collective efficacy, highlighting the potential for future research to explore strategies that enhance both organizational support and collective efficacy, ultimately ensuring teachers find satisfaction in their job.

Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits

PurposeThis study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?Design/methodology/approachWithin this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.FindingsUtilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.Practical implicationsSince collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.Originality/valueThough there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.

Professional learning communities and trust in colleagues as determinants of collective teacher efficacy in Malaysian primary schools: an SEM analysis

ABSTRACT Although identified as a critical contributing factor for students’ academic outcomes, collective teacher efficacy has received limited attention from researchers in Malaysia. This study analysed the role of professional learning communities and teachers’ trust in colleagues in strengthening collective efficacy beliefs among primary school teachers in Malaysia. A total of 307 teachers participated in this causal relationship study. Structural equation modelling analysis was done using SmartPLS4. Study results showed that professional learning communities directly affect collective teacher efficacy, and teachers’ trust in colleagues exerts a partial mediating effect. Implications of the study and recommendations for future research are discussed.

Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy

The significant role of teacher-leaders has been acknowledged in educational studies throughout the globe. However, few studies have focused on the effect of teacher-leaders’ leadership on their teachers' job attitudes. This study, grounded in social cognitive theory, explores the mediating role of teacher-leaders' transformational leadership on the link between teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience, and collective teacher efficacy. The results of Structural Equation Modeling from a sample of 103 teacher-leaders and 506 teachers, indicated that transformational leadership fully mediated the relationship between teacher-leaders’ personality traits and collective teacher efficacy. Theoretical and practical implications are discussed.

Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools

This study examined the mediating roles of collective teacher efficacy and cognitive activation in the relationship between professional learning communities (PLCs) and students' mathematics achievement at the school level, using responses from both teachers and students. A total of 5458 teachers and 11,324 students from 227 junior high schools participated in this study. The results of multilevel structural equation modeling revealed that, at the school level, the association between PLCs and students' mathematics achievement was significantly mediated by collective teacher efficacy and teachers' adoption of cognitive activation in lessons. The theoretical and methodological implications of the research are discussed.

Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy

ABSTRACT The purpose of the current study was to investigate the relationship between principal learning-centred leadership and teacher instructional practices, with the mediating role of teacher self-efficacy and collective teacher efficacy. Drawing data from a sample of 1219 teachers in secondary and high schools in Turkey, this study employed a cross-sectional survey design. Confirmatory factor analysis and structural equation modelling were conducted to analyse the data. The findings provided evidence of a small direct association between learning-centred leadership and teacher instructional practices and an indirect relationship mediated by teacher self-efficacy and collective teacher efficacy. Drawing on empirical data from a developing non-Western context, our results contribute nuance to the global knowledge base by confirming the positive and direct link between learning-centred leadership and teacher practices. Our results also underscore the significant mediating role of teacher self-efficacy and collective teacher efficacy between these two constructs. We discuss the implications for policymakers and practitioners.

Organizational justice and organizational citizenship behavior: Does teacher collective efficacy matter?

Organizational justice and organizational citizenship behavior: Does teacher collective efficacy matter?

Collective teacher efficacy, perceived preparedness for future school closures and work-related stress in the teacher community during the COVID-19 pandemic

Based on survey data collected from 2159 teachers, multilevel structural equation modelling was applied to explore associations between collective teacher efficacy, teachers' perceptions about the school's preparedness to confront school closure in the future and work-related stress in the teacher community during the COVID-19 pandemic. Higher levels of collective teacher efficacy in a school were associated with the teacher community perceiving school as better prepared for future challenges. Collective teacher efficacy was also related to lower levels of work-related stress in the teacher community.

How transformational leadership affects teacher collective efficacy? the mediating role of professional learning communities and the moderating role of trust

ABSTRACT This study explored the mediating role of professional learning communities (PLCs) and the moderating role of principals’ perceived trust by teachers in the effect of transformational leadership on teacher collective efficacy from Chinese principals’ perspective. A survey was conducted among 822 principals in China. Data were analysed using structural equation modelling and bootstrapping. The results showed that transformational leadership had a significant and positive effect on teacher collective efficacy. PLCs significantly and fully mediated the effect of transformational leadership on teacher collective efficacy. Principals’ perceived trust by teachers significantly and negatively moderated the effect of transformational leadership on PLCs. This study advanced our understanding of how transformational leadership affected teacher collective efficacy, and added the crucial perspective of principals to research in this field. The study also enriches the existing literature on the relationship between principals’ transformational leadership and teacher collective efficacy in Chinese context. Practical implications and suggestions for future research are discussed.

Good behavior game - study protocol for a randomized controlled trial of a preventive behavior management program in a Swedish school context.

Early conduct problems and school failure are prominent risk factors for several adverse outcomes in later life. With the potential of reaching many children at early stages of their life, school-based interventions constitute a valuable approach to universal prevention. Good behavior game (GBG) is a promising school-based behavior management program, having shown immediate reductions in conduct problems along with several long-term positive effects. Adapting interventions to new contexts may however affect their effectiveness. The current study aims to evaluate the effectiveness of a Swedish adaption of GBG under pragmatic conditions. The intervention is hypothesized to reduce conduct problems in the classroom (primary outcome). Secondary analyses will investigate changes in conduct problems in common school areas, classroom climate, teacher collective efficacy, on-task behavior, as well as investigating behavioral management practices, implementation, and barriers to implementation. This is a cluster-randomized trial with two parallel groups. Schools will be randomized (1,1, stratified by their areas sociodemographic index score) to be provided training in GBG or perform business-as-usual. The intervention and data collection lasts for a school year. Data will be collected at three time points: at baseline in the beginning of the school year (prior to training in GBG), after three months, and after nine months (at the end of the school year; primary endpoint). Data consists of teacher-rated measures of conduct problems, classroom climate, teacher collective efficacy, behavior management practices, and implementation factors, along with demographic factors. In addition, data will be collected by independent and blinded observers using corresponding measures in a subset of randomly chosen classrooms. Procedural fidelity will be rated and collected by GBG-trainers during nine observations throughout the school year. Statistical analysis will include frequentist intention-to-treat analysis, and comparisons of estimates with a corresponding Bayesian model using weakly informative priors. The study has currently completed data collection. This study will provide knowledge in universal prevention and school-based interventions with high reach, as well as specific knowledge concerning the effectiveness of an adapted version of GBG under real-world conditions, along with factors affecting its implementation and effects. ClinicalTrials.gov, identifier NCT05794893.