The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES)

Abstract

PurposeHigh levels of collective teacher efficacy (CTE) within a school is known to be associated with improved student learning. CTE is a marker of the level of shared efficacy among teachers within a school. Knowledge of the levels of CTE within a school does not, though, support its development. To properly support school leaders in nurturing CTE, knowledge of the status of the enabling conditions for CTE within their schools is necessary to identify areas of strength and opportunities for improvement. Armed with such knowledge, school leaders can then begin the journey of cultivating CTE within their schools.Design/methodology/approachDrawing upon previous research, contextual predictors of collective efficacy were identified and a questionnaire was created. Confirmatory factor analysis was used to evaluate the proposed factor structure. Necessary revisions were completed and in phase 2 of the field test, a new instrument was validated using factor analysis.FindingsThe preliminary validation of the Enabling Conditions for Collective Efficacy Scale (EC-CTES) is presented in this paper. This study provides evidence in support of a factor model with five related first-order factors that describe the enabling conditions for CTE, which include: Empowered Teachers, Embedded Reflective Practices, Cohesive Teacher Knowledge, Goal Consensus, and Supportive Leadership. A conceptual framework for “Leading Collective Teacher Efficacy” is provided.Research limitations/implicationsThe identification and measurement of the malleable, contextual factors that contribute to the formation of CTE has been lacking in previous research. While most of the previous research focused on the remote sources of CTE, very few studies have examined the proximate sources. Correlations between some factors were high, in particular Empowered Teachers and Supportive Leadership. Although there is evidence these factors can be seen as making unique contributions, future work will focus on the inclusion of additional items to more clearly make the distinction between the factors. In addition, there were limitations based on the sample in this study and future research should focus on a broader sample of participants.Practical implicationsWhile there are currently several CTE scales widely used in research, contextual factors that serve to enhance CTE in schools have not been captured in existing instruments. The identification of the contextual antecedents of CTE will be useful to system and school leaders because this information can be used to help inform their leadership practice as they work to help instill a greater sense of collective efficacy among the teaching faculty in their schools.Social implicationsCTE is of great interest to system and school leaders because it predicts teachers' willingness to invest the time and energy required to attain educational goals and results in greater effort. The productive behavior on the part of the adults in schools characterized by high levels of CTE leads to improved student outcomes.Originality/valueThis study detailed the design and validation of a teacher perception survey to capture information related to the dimensions associated with the enabling conditions of CTE.

Evaluating Psychometric Properties of the New Teachers’ Perceptions of Collective Efficacy to Handle Bullying Scale (TCEB)

“…However, our findings are contradictory to reports of scales based on the theory [44], which divided the construct into two dimensions (cohesion and social control) [35,38,44]. Similar to recent research [76], we think these scales evaluate the group's conditions or characteristics that allow developing collective teacher efficacy, but not the perception of group capability. Even so, further studies should integrate the two perspectives to better understand the construct.…”

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

“…However, they also found that school processes that promote teacher ownership of school directions (shared school goals, school-wide decision-making, the fitting of plans to school needs and empowering principal leadership) exert an even stronger influence on CTE than prior student achievement. Donohoo et al. (2020) identified five enabling conditions that support the cultivation of CTE: empowered teachers, embedded reflective practices, cohesive teacher knowledge, goal consensus and supportive leadership.…”

Psychometric properties of the Collective Efficacy Scale Short-Form in Chilean teachers

“…This tool can assess collective efficacy among teachers in the school context as a reliable and valid instrument. Although few studies validate the scale ( Sánchez-Rosas et al, 2021 ) and others create a new scale based on it ( Donohoo et al, 2020 ; Kapat et al, 2022 ), there is no consensus on its dimensionality. Also is shorter than the previous version, which is especially important in school contexts where there is less time to participate in studies.…”

“…Other measures have been developed based on Goddard’s research. The Collective Teacher Efficacy Scale (EC-CTES; Donohoo et al, 2020 ) addresses advanced teacher influence, goal consensus, knowledge of others’ work, cohesive staff, leadership responsiveness, and Effective Systems of Intervention. Collective Teacher Self-Efficacy Scale ( Sánchez-Rosas et al, 2021 ) is a self-report instrument that measures beliefs about the capabilities of the teaching team.…”