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- Vol 6 RE: Chapters 4, 6, App A, App B, App D, App E
collective teacher efficacysocial cognitive theorymastery experiencesvicarious experiencessocial persuasioninstructional persistencecollaborative problem solvingstructural conditionsJournal article Evidence summaryAt a glance
Goddard, Hoy, and Hoy use social cognitive theory to explain collective teacher efficacy: a faculty’s shared belief in its capability to organise and execute actions needed to improve student learning. It is distinct from an individual teacher’s self-efficacy, although the two can influence one another.
Key ideas
Collective efficacy develops through interpretations of mastery experience, vicarious experience, social persuasion, and affective states, filtered through analysis of the teaching task and the group’s competence. These beliefs influence goals, effort, persistence, resilience, instructional choices, and how setbacks are interpreted. The review synthesises evidence linking school collective efficacy with achievement even after accounting for socioeconomic context, while emphasising that much evidence is correlational and measurement and causal processes need further study. Efficacy is not optimism detached from competence or material conditions.
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Leaders can support it through authentic success, useful evidence, collaborative problem solving, capability-building, and attainable challenge, but claims should not be used to blame educators for structural disadvantage or substitute belief for resources and effective practice.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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