Leaders search for effective leadership practices to ensure success. A quantitative study was conducted to determine what behaviors a leader could use to improve collective teacher efficacy at the level of the entire faculty and at the level of grade level teams. This article focuses on using the inverse relationship between transformational leadership and collective teacher efficacy to strengthen efficacy of teachers of English Language Learners. The Collective Efficacy Scale (Goddard, 2001) was modified to measure the perceptions of teachers at both levels; entire faculty's collective efficacy and the collective efficacy of their team. Thus, this article also provides leaders with important information regarding teaming within schools. The significant difference found between collective teacher efficacy at the level of school and team, provides important information for leaders to consider as they support professional learning teams. Success for all would be promoted as leaders increase efficacy within teams by employing the concepts of developing leadership teams and purposeful learning communities (Hill & Lundquist, 2008).

This article explores the use of a strong inverse relationship between Collective Teacher Efficacy and Transformational Leadership as a means to promote success in underperforming schools. Leaders aware of the strong inverse relationship of specific transformative practices can elevate student success through strengthening collective teacher efficacy of the faculty as whole as well as individual teams. The Nature of Leadership Scale (Leithwood & Jantzi, 1995) and Collective Efficacy Scale (Goddard, 2002) were used for correlations between perceived collective teacher efficacy and perceived leadership behaviors within elementary schools. The Collective Efficacy Scale (Goddard, 2002) was modified to determine whether teachers viewed teachers at their grade level team's efficacy differently than within their school.

Educational leaders continually search for effective practices to improve schools. A quantitative study was conducted to determine what transformative behaviors a leader could use to improve collective teacher efficacy at the level of the entire faculty and at the level of grade level teams. The purpose of this article is to suggest ways a leader could use the inverse relationship between transformational leadership and collective teacher efficacy to create higher levels of collective teacher efficacy in a school as a means to enhance performance. The Collective Efficacy Scale (Goddard, 2001) was modified to measure the perceptions of teachers at both levels; entire faculty's collective efficacy and the collective efficacy of their team. Thus, this article also provides leaders with important information regarding teaming within schools. The significant difference found between collective teacher efficacy at the level of school and team, provides important information for leaders to consider as they support various professional learning teams. Success for all would be promoted as leaders increase efficacy within teams by employing the concepts of developing leadership teams and purposeful learning communities (Hill & Lundquist, 2008).

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