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- Vol 6 RE: Chapters 4, 5, App A, App D, App E
collective teacher efficacycollective responsibilityinstructional collaborationmastery experiencesevidence useprofessional dialogueshared goalsJournal article Evidence summaryAt a glance
Donohoo, Hattie, and Eells explain collective teacher efficacy as educators’ shared belief that, through coordinated action, they can positively affect student learning. The construct is associated with achievement, but the article treats efficacy as more than optimism or morale.
Key ideas
Strong-efficacy cultures attribute results partly to collective practice, examine evidence, maintain high expectations, and solve problems together rather than locating failure solely in students or families. Leaders can influence these beliefs by creating opportunities for teachers to experience and recognise collective success, use evidence to connect actions with outcomes, establish achievable yet challenging goals, and build trust for honest professional dialogue. Narratives of helplessness can be reset when teams identify what lies within their influence and test responses collaboratively. The authors caution implicitly against declaring efficacy into existence: belief becomes credible through mastery experiences and evidence.
Why it matters
The practical focus is on developing shared responsibility and disciplined inquiry, not promoting confidence detached from instructional knowledge, resources, or conditions.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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