Collective efficacy
Toward a new narrative of its development and role in achievement
Bibliographic Data
| ID | 21876982 |
|---|---|
| Authors | T J Hoogsteen (corresponding author) |
| Year | 2020 |
| Volume | 6 |
| Issue | 1 |
| Publication date | 2020-01-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Palgrave Communications (JOURNAL) |
| Journal identifiers | ISSN: 2055-1045 • E-ISSN: 2055-1045 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-019-0381-z |
| OpenAlex | W3000679432 |
| Language | EN |
| Citations received | 11 |
| References cited | 16 |
The body of collective teacher efficacy (CTE) research has developed considerably since Goddard referred to the school-level factor as a “neglected construct” in the study of schools and achievement. The research base has identified quantitative effects, antecedents, and consequences, all of which support the claim that collective efficacy is important to schools and achievement while also supporting the claim by Goddard et al. that schools should be led in a direction that will develop collective efficacy, which will in turn spur continuous growth in CTE and student achievement. Even with all of this, a gap in the literature remains, and instead of considering the reciprocal relationship between collective efficacy and achievement, the excitement behind the positive outcomes of collective efficacy has led to wider exposure of the concept and, as argued, a misguided attempt to treat CTE as the main catalyst for enacting school improvement. Considering this latter point, general school improvement literature from the realms of leadership and collaboration is drawn upon and connected to CTE research in an endeavor to create a more holistic narrative of collective efficacy, its development, and its role in school improvement and student achievement
Academic achievement · Collective efficacy · Mathematics education · Narrative · Reciprocal · Sociology · Computer Science · Educational Assessment and Improvement · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
Evaluating Psychometric Properties of the New Teachers’ Perceptions of Collective Efficacy to Handle Bullying Scale (TCEB)
Shaping teachers’ organizational citizenship behavior through self-efficacy and trust in colleagues
Principal systems thinking and school effectiveness in Israeli elementary schools
“Who, if not us?” Explaining the success of the biggest crisis-response fundraising campaigns in Ukraine
Organizational justice and organizational citizenship behavior
The dual increasing-reducing effects of principals' digital instructional leadership on teacher burnout in online teaching mediated by teacher self-efficacy and collective efficacy
Teacher efficacy
Collective Efficacy among schoolteachers
The critical role of sources of efficacy information in a mandatory teacher professional development program
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
Systemic barriers to collaborative professional learning and development
Leadership for learning
Testing a Conception of How School Leadership Influences Student Learning
Fostering Student Learning
Transformational leadership and teacher commitment to organizational values
Self-Efficacy
Teachers’ Organizational Commitment
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning
Collective Efficacy Beliefs
The power of ‘evidence
Collective Teacher Efficacy
| Citations per year | 2.2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |