Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale

Vatou, Anastasia; Vatou, Athina

doi:10.5281/zenodo.3635040

Cited by 2 publications

(2 citation statements)

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“…Another important finding is that shared beliefs contribute to new teachers’ empowerment. Previous studies have shown that collective efficacy, which is a shared belief in their capability (Bandura, 1997), promoted teachers’ and new teachers’ job performance and psychological well-being (e.g., Vatou & Vatou, 2019) and decreased teacher turnover (Tiplic et al, 2015). Considering that new teachers are often in positions with less institutional power (McAnulty & Cuenca, 2014), building and recognizing the collective belief shared among new teachers might be a compelling strategy to promote their empowerment.…”

Section: Discussionmentioning

confidence: 99%

Empowerment and silence: A grounded theory exploration among new teachers.

Yang,

Rho,

Lin

et al. 2024

School Psychology

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Despite the importance of understanding teacher empowerment and silence to help address issues of teacher shortage and well-being and improve school-based consultation, research on the topic has been understudied and undertheorized, particularly for new teachers. To fill this research gap, we carried out a constructivist grounded theory-based qualitative exploration of factors that contribute to new teachers' empowerment and silence during the COVID-19 pandemic among a sample of 24 first-year new teachers from a large and diverse urban school district in northern California. The findings identified different sets of psychological and social-structural factors contributing to new teachers' empowerment and silence, respectively. Factors contributing to empowerment included autonomy and a sense of accomplishment in the psychological domain and support, appreciation or being acknowledged, and shared beliefs in the social-structural domain. Factors contributing to silence included a lack of self-efficacy in the psychological domain and being limited in the decision-making process, a lack of connected and safe space, and a lack of knowledge of unwritten school norms and procedures in the social-structural domain. Findings suggest that empowerment and silence might be dual-factor constructs driven by different sets of factors that do not fully mirror each other. Findings provided important theoretical and practical implications for creating psychological and social-structural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in providing consultation services with new teachers as their consultees, and creating safe and connected spaces for sharing voices among new teachers with diverse backgrounds. Impact and ImplicationsThis qualitative study based on constructivist grounded theory provides initial evidence revealing the psychological and social-structural factors contributing to first-year teachers' empowerment and silence. The study findings suggest important implications for creating psychological and socialstructural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in administering consultation, and creating safe and connected spaces in which new teachers with diverse backgrounds can share their voices.

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Section: Discussionmentioning

confidence: 99%

Empowerment and silence: A grounded theory exploration among new teachers.

Yang,

Rho,

Lin

et al. 2024

School Psychology

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“…Though there is a conceptual distinction between teachers' collective and individual self-efficacy. While the first refers to the beliefs about the capabilities of the teaching faculty as a team, the second refers to the perceptions of individual's capabilities (Goddard & Goddard, 2001;Skaalvik & Skaalvik, 2007;Vatou & Vatou, 2019). However, previous research suggests a strong relationship between the two constructs (Goddard & Goddard, 2001).…”

Section: Collective Teacher Efficacymentioning

confidence: 99%

Effects of the universal positive behavioral interventions and supports on collective teacher efficacy

Michael¹,

Γούτας

Tsigilis

et al. 2023

Psychology in the Schools

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There is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher‐related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1‐year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two‐dimensional structure of instructional strategies and behavioral management, with adequate internal consistency (ω = 0.89 and ω = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers’ demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers’ collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole‐school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed.

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Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale

Cited by 2 publications

References 0 publications

Empowerment and silence: A grounded theory exploration among new teachers.

Empowerment and silence: A grounded theory exploration among new teachers.

Effects of the universal positive behavioral interventions and supports on collective teacher efficacy

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