The psychological environment and teachers’ collective-efficacy beliefs

Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy

“…Adam used conversations with his colleagues to realize that he wasn’t alone, that his efforts weren’t failures but instead a normal part of becoming a teacher. Other statements showed evidence of a sense of “collective efficacy,” a belief in the joint capability of faculty that has been explored as important to individual TSE (Goddard et al, 2004; Skaalvik & Skaalvik, 2007; Strahan Née Brown et al, 2019). For example, when Victoria described her faculty as invested in the work and “like a well-oiled machine,” or when Jill said “it’s been a lot of merging of mindsets,” participants were connecting with a cultural context within their schools that influenced perceptions of individual teacher self-efficacy.…”

Acceptance & commitment therapy for school leaders’ well-being: an initial feasibility study

“…Among the outcomes they reported in this small scale, mixed-methods study was an increased focus on well-being, resilience and stress (Cooper & Woods, 2017). Other examples of teacher well-being interventions applied by EPs include group supervision (Hulusi & Maggs, 2015); developing self-efficacy beliefs (Gibbs & Miller, 2014;Strahan Née Brown et al, 2019), and a staff-based problem-solving approach (Annan & Moore, 2012).…”

Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources

“…Collective teacher self-efficacy could be defined as the shared perceptions of teachers in a school that, as a whole, they will be able to organize and carry out the necessary actions to achieve specific goals (Sánchez-Rosas et al, 2022). Collective teacher selfefficacy demonstrated a positive relation with factors regarding the school faculty, such as involvement in school decision-making (Goddard, 2002), teacher commitment (Al-Mahdy et al, 2018), teacher's feeling of belonging to the institution (Skaalvik & Skaalvik, 2019), implementation of school improvement strategies, teacher leadership (Donohoo, 2018;Olivier & Hipp, 2006), job satisfaction (Buonomo et al, 2020), professional well-being (Strahan née Brown et al, 2019).…”

“…Collective teacher self-efficacy is a relevant variable for school functioning, motivation, engagement, and teachers' and students' performance (Al-Mahdy et al, 2018;Buonomo et al, 2020;Çoğaltay & Karadağ, 2017;Donohoo, 2018;Olivier & Hipp, 2006;Skaalvik & Skaalvik, 2019;Strahan née Brown et al, 2019;Zhang & Yin, 2017). Considering that collective teacher self-efficacy is an emerging phenomenon at the group level, it is important to investigate its relation with educational institution variables.…”