logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
collective teacher efficacy principal support teacher self efficacy

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

Marina Đuranović , Irena Klasnić , Tomislava Vidić

This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher ef.

T

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.

Keywords: Collective teacher efficacy, principal support, teacher self-efficacy.

cloud_download PDF
Cite
Article Metrics
Views
86
Download
149
Citations
Crossref
0

Scopus

References

Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95-135. https://doi.org/10.1086/508733

Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26, 101–126. https://doi.org/10.1007/s10648-013-9244-0

Anderson, N. R., & West, M. A. (1998). Measuring climate for work group innovation: Development and validation of the team climate inventory. Journal of Organizational Behavior, 19(3), 235–258. https://doi.org/10.1002/(SICI)1099-1379(199805)19:3%3C235::AID-JOB837%3E3.0.CO;2-C  

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Co.

Çalik, T., Sezgin, F., Kavgacı, H., & Kılınç, A. Ç. (2012). Examination of relationships between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy. Educational Sciences: Theory and Practice, 12(4), 2498–2504.

Castro Silva, J., Amante, L., & Morgado, J. (2017). School climate, principal support and collaboration among Portuguese teachers. European Journal of Teacher Education, 40(4), 505-525. https://doi.org/10.1080/02619768.2017.1295445

Cerit, Y. (2013). Relationship between teachers’ self-efficacy beliefs and their willingness to implement curriculum reform. International Journal of Educational Reform, 22(3), 252–270. https://doi.org/10.1177/105678791302200304

Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11-21. https://doi.org/10.1016/j.lindif.2012.11.002

Çoban, Ö., Özdemir, N., & Bellibaş, M. Ş. (2023). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: Testing a multilevel mediation model. Educational Management Administration and Leadership51(1), 95–115. https://doi.org/10.1177/1741143220968170

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356

Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children28(3), 1-16. https://doi.org/10.17161/fec.v28i3.6852  

DiPaola, M. F. (2012). Conceptualizing and validating a measure of principal support. In M. F. DiPaola & P. B. Forsyth (Eds.), Contemporary challenges confronting school leaders (pp. 111-120). Information Age Publishing.

Döş, İ. (2023). Relationship between happy school, general self-efficacy, academic self-efficacy and life satisfaction. European Journal of Educational Management, 6(1), 31-43. https://doi.org/10.12973/eujem.6.1.31

Fackler, S., & Malmberg, L.-E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. https://doi.org/10.1016/j.tate.2016.03.002

Freiberg, H. J. (1999). School climate: Measuring, improving, and sustaining healthy learning environments. Falmer Press.

Friend, M., & Cook, L. (2012). Interactions – collaboration skills for school professionals. Longman.

Gibbs, S., & Powell, B. (2012). Teacher efficacy and pupil behaviour: The structure of teachers’ individual and collective beliefs and their relationship with numbers of pupils excluded from school. British Journal of Educational Psychology, 82(4), 564–584. https://doi.org/10.1111/j.2044-8279.2011.02046.x

Goddard, R. (2002). A theoretical and empirical analysis of the measurement of collective efficacy: The development of a short form. Educational and Psychological Measurement, 62(1), 97-110. https://doi.org/10.1177/0013164402062001007

Goddard, R., Goddard, Y., Kim, E. S., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501–530. https://doi.org/10.1086/681925

Goddard, R. D., Bailes, L. P., & Kim, M. (2021). Principal efficacy beliefs for instructional leadership and their relation to teachers’ sense of collective efficacy and student achievement. Leadership and Policy in Schools, 20(3), 472-493. https://doi.org/10.1080/15700763.2019.1696369

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507. https://doi.org/10.2307/1163531

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Kim, K. R., & Seo, E. H. (2018). The relationship between teacher efficacy and students’ academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(4), 529–540. https://doi.org/10.2224/sbp.6554

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237

Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001

Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. Journal of Experimental Education, 78(4), 464-486. https://doi.org/10.1080/00220970903292975

Kline, R. (2011). Principles and practice of structural equation modeling. The Guilford Press.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077

Liebowitz, D. D., & Porter, L. (2019). The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature. Review of Educational Research, 89(5), 785–827. https://doi.org/10.3102/0034654319866133

Littrell, P. C., Billingsley, B. S., & Cross, L. H. (1994). The effects of principal support on special and general educators' stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15(5), 297–310. https://doi.org/10.1177/074193259401500505

Lyons, W. E., Thompson, S. A., & Timmons, V. (2016). We are inclusive. We are a team. Let’s just do it: Commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive Education, 20(8), 889–907. https://doi.org/10.1080/13603116.2015.1122841

Maddux, J. E., & Gosselin, J. T. (2012). Self-efficacy. In M. R. Leary & J. P. Tangney (Eds.). Handbook of self and identity (pp. 198–224). The Guildford Press.

McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools 5(3), 203–229. https://doi.org/10.1080/15700760600805816

Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29, 795-833. https://doi.org/10.1007/s10648-016-9378-y

Olsen, A. A., & Huang, F. L. (2019). Teacher job satisfaction by principal support and teacher cooperation: Results from the schools and staffing survey. Education Policy Analysis Archives, 27(11), 1-31. https://doi.org/10.14507/epaa.27.4174

Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308. https://doi.org/10.1108/JPCC-12-2018-0032

Ramos, M. F. H., Costa e Silva, S. S., Pontes, F. A. R., Fernandez, A. P. O., & Nina, K. C. F. (2014). Collective teacher efficacy beliefs: A critical review of the literature. International Journal of Humanities and Social Science, 4(7), 179-188. https://rb.gy/bifef

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509

Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51–65. https://doi.org/10.2307/1495395

Ryan, M., & Hendry, G. D. (2023). Sources of teacher efficacy in teaching reading: Success, sharing, and support. The Australian Journal of Language and Literacy, 46, 1–14. https://doi.org/10.1007/s44020-022-00016-0

Sánchez-Rosas, J., Dyzenchauz, M., Dominguez-Lara, S., & Hayes, A. (2022). Collective teacher self-efficacy scale for elementary school teachers. International Journal of Instruction, 15(1), 985-1002. https://doi.org/10.29333/iji.2022.15156a

Schwab, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4–18. https://doi.org/10.1080/01443410.2018.1516861

Sebastian, J., Huang, H., & Allensworth, E. (2017). Examining integrated leadership systems in high schools: Connecting principal and teacher leadership to organizational processes and student outcomes. School Effectiveness and School Improvement 28(3), 463–488. https://doi.org/10.1080/09243453.2017.1319392

Shengnan, L., & Hallinger, P. (2020). Unpacking the effects of culture on school leadership and teacher learning in China. Educational Management Administration and Leadership, 49(2), 214–233. https://doi.org/10.1177/1741143219896042

Shoulders, T. L., & Krei, M. S. (2015). Rural high school teachers’ self-efficacy in student engagement, instructional strategies, and classroom management. American Secondary Education, 44(1), 50–61. http://www.jstor.org/stable/43694226

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611

Skaalvik, E. M., & Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: Relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Creative Education, 10(7), 1400-1424. https://doi.org/10.4236/ce.2019.107104

 Tiplic, D., Brandmo, C., & Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education, 45(4), 451–474. https://doi.org/10.1080/0305764X.2014.987642

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202  

Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. https://doi.org/10.3102/0034654308321456

Vidić, T., Đuranović, M., & Klasnić, I. (2021). Student misbehaviour, teacher self-efficacy, burnout and job satisfaction: Evidence from Croatia. Problems of Education in the 21st Century, 79(4), 657-673. http://dx.doi.org/10.33225/pec/21.79.657

Vidić, T., & Miljković, D. (2019). Relationship between approaches to teaching, self-efficacy, life and job satisfaction, and emotions in elementary school teachers. Psychological Topics, 28(2), 291-312. https://doi.org/10.31820/pt.28.2.4  

Wang, L. (2022). Exploring the relationship among teacher emotional intelligence, work engagement, teacher self-efficacy, and student academic achievement: A moderated mediation model. Frontiers in Psychology, 12, Article 810559. https://doi.org/10.3389/fpsyg.2021.810559

Wilson, B., Abbott, M., Joireman, J., & Stroh, H. R. (2002). The relations among school environment variables and student achievement: A structural equation modeling approach to effective schools research (ED471085). ERIC. https://eric.ed.gov/?id=ED471085

Woodcock, S., & Jones, G. (2020). Examining the interrelationship between teachers' self-efficacy and their beliefs towards inclusive education for all. Teacher Development, 24(4), 583-602. https://doi.org/10.1080/13664530.2020.1803957

Yurt, E. (2022). Collective teacher self-efficacy and burnout: The mediator role of job satisfaction. International Journal of Modern Education Studies, 6(1), 51-69. http://dx.doi.org/10.51383/ijonmes.2022.168

Zee, M., & Kooman, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustments, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801

Zheng, Q., Li, L., Chen, H., & Loeb, S. (2017). What aspects of principal leadership are most highly correlated with school outcomes in China? Educational Administration Quarterly, 53(3), 409–447. https://doi.org/10.1177/0013161X17706152

Zheng, X., Yin, H., & Li, Z. (2019). Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration and Leadership47(6), 843–859. https://doi.org/10.1177/1741143218764176

Zhou, Y. (2019). Collective teacher efficacy: An introduction to its theoretical constructs, impact, and formation. International Dialogues on Education Journal6(2), 69-82. https://doi.org/10.53308/ide.v6i2.60

...