Show Summary Details

Page of

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 24 June 2021

Collective Efficacy and Teacher Collective Efficacylocked

Collective Efficacy and Teacher Collective Efficacylocked

  • Khaliza Saidin, Khaliza SaidinUniversiti Utara Malaysia
  • Aizan YaacobAizan YaacobUniversiti Utara Malaysia
  •  and Nurul Shahidah Ahmad NasirNurul Shahidah Ahmad NasirUniversiti Utara Malaysia

Summary

Efficacy is a person’s degree of beliefs and confidence to implement a task and produce a positive change. Efficacy can be divided into two aspects, namely self-efficacy and collective efficacy. In the context of education, the focus of research on efficacy is on teacher self-efficacy and collective teacher efficacy. Teacher self-efficacy is teachers’ belief in their own ability to carry out a task in order to bring positive changes, while collective teacher efficacy is the shared belief of teachers from different backgrounds and competencies in their ability to achieve the same goal. Collective efficacy depends on teacher self-efficacy to create collective beliefs in ensuring the achievement of the school’s vision and mission. Studies on collective teacher efficacy have brought positive effects on student performance and achievement and become an indicator of student performance. However, the research trend has shifted to focus on the relationship between collective teacher efficacy and teacher leadership. It was found that collective teacher efficacy not only influenced student performance and achievement but also affected teacher leadership.

In the Malaysian context, studies on collective teacher efficacy are still scarce and they mostly focused on demographic levels, factors affecting teacher collective efficacy, level of collective teacher efficacy and the relationship between collective teacher efficacy and student achievement. As teacher quality is an important factor in educational improvement, it is proposed that future studies in the Malaysian context emphasize the relationship between teacher collective efficacy and issues regarding teacher leadership as they eventually bring positive effects on students’ academic achievement. Therefore, more research is needed to address the role of teacher collective efficacy on teacher leadership in promoting quality of teaching and learning. A large scale radical improvement in the educational field is highly needed.

Subjects

  • Educational Theories and Philosophies
  • Educational Administration and Leadership

You do not currently have access to this article

Login

Please login to access the full content.

Subscribe

Access to the full content requires a subscription