Prior student achievement, collaborative school processes, and collective teacher efficacy

Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement...

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Bibliographic Details
Published in:Leadership and policy in schools 2004-09, Vol.3 (3), p.163-188
Main Authors: Ross, John A, Hogaboam-Gray, Anne, Gray, Peter
Format: Article
Language:English
Subjects:
Academic Achievement
Canada
Effektivität
Elementary School Teachers
Empirische Untersuchung
Family Income
Fragebogenerhebung
Goal Orientation
Grade 6
Gruppenbeziehung
Kanada
Leadership Responsibility
Lehrer
Lehrerkollegium
Leistung
Leistungsüberprüfung
Mathematics Achievement
Mitbestimmung
Ontario
Participative Decision Making
Prior Learning
Schule
Schulkultur
Schulleitung
Schüler
Schülerleistung
Selbstbewusstsein
Selbsteinschätzung
Self Efficacy
Social Cognition
Social Theories
Structural Equation Models
Teacher Collaboration
Teacher Competencies
Teacher Effectiveness
Teacher Empowerment
Teacher Influence
Teacher Participation
Team Teaching
Teamarbeit
Teamwork
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Summary:Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary schools... examined the antecedents of collective teacher efficacy. The study found that prior student achievement in grade 6 mathematics predicted collective teacher efficacy, as expected by social cognition theory. The study also found that school processes that promoted teacher ownership of school directions (shared school goals, school-wide decision making, fit of plans with school needs, and empowering principal leadership) exerted an even stronger influence on collective teacher efficacy than prior student achievement. School cohesion and support contributed to collective teacher efficacy, but only in domains in which the school had control over ist directions. (DIPF/Orig.).
ISSN:1570-0763
1744-5043
DOI:10.1080/15700760490503689