Collective Teacher Efficacy and Its Enabling Conditions: A Proposed Framework for Influencing Collective Efficacy in Schools

被引：4

作者：

Anderson, Christine M. ^{[1
]}

Summers, Kelly H. ^{[2
]}

Kopatich, Ryan D. ^{[3
]}

Dwyer, William B. ^{[1
]}

机构：

[1] Illinois Publ High Sch, Chicago, IL 60637 USA

[2] Northern Illinois Univ, Educ Adm, De Kalb, IL USA

[3] Augustana Coll, Psychol & Neurosci, Rock Isl, IL USA

来源：

AERA OPEN | 2023年 / 9卷

关键词：

administration; cohesive teacher knowledge; collective efficacy; collective efficacy narrative; collective teacher efficacy; correlational analysis; EC-CTES; embedded reflective practices; enabling conditions for collective teacher efficacy; empowered teachers; factor analysis; habitual practices; key actors; leadership; goal consensus; measurements; psychology; regression analyses; supportive leadership; PROFESSIONAL LEARNING COMMUNITIES; INSTRUCTIONAL LEADERSHIP; TRANSFORMATIONAL LEADERSHIP; ORGANIZATIONAL MODEL; EMPIRICAL-ANALYSIS; SELF-EFFICACY; BELIEFS; COMMITMENT; PRINCIPALS;

D O I：

10.1177/23328584231175060

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This quantitative study aims to explore the validity of Donohoo et al.'s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy Scale (CES-SF), and the Collective Teacher Beliefs Scale (CTBS). The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models. The findings from this study demonstrate that the EC-CTES is a valid tool. The EC-CTES subscales are positively associated with measures of collective teacher efficacy. We recommend adjustments for the EC-CTES subscales for greater congruence with collective efficacy theory and practical application. Due to the theoretical density of collective teacher efficacy, a modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners.

引用

页数：16

共 71 条

[1] Proximate sources of collective teacher efficacy [J].