Culture and Collective Teacher Efficacy: A Case Study through a Social Cognitive Theory Lens
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| Title: | Culture and Collective Teacher Efficacy: A Case Study through a Social Cognitive Theory Lens |
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| Language: | English |
| Authors: | Scott Jason Benson, Pamela R. Hallam, Sterling C. Hilton, Isaac Calvert, David Boren |
| Source: | Journal of School Administration Research and Development. 2025 10(2):49-61. |
| Availability: | Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: https://www.ojed.org/index.php/JSARD/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teacher Effectiveness, Social Cognition, School Culture, Well Being, Teacher Collaboration, Interpersonal Relationship, Cooperation, Teacher Influence, Academic Achievement, Foreign Countries, Elementary Education |
| Geographic Terms: | New Zealand |
| ISSN: | 2470-8496 2470-850X |
| Abstract: | The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990s. Hattie's (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school can positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experience, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that support collective teacher efficacy. This purpose was accomplished by interviewing 32 faculty and staff members at a K-8 school in New Zealand through a social cognitive theory lens. Data were analyzed using NVivo software and multiple coding cycles grounded in principles of grounded theory. Qualitative analysis of these interviews identified five core aspects of school culture that contribute to collective teacher efficacy: shared vision for learning, school systems, relationships, well-being, and collaboration. Based on the assumption that collective teacher efficacy can positively affect student achievement, we assert that understanding and applying these five aspects of school culture could have a significant, positive impact on student achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489326 |
| Database: | ERIC |
| Abstract: | The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990s. Hattie's (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school can positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experience, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that support collective teacher efficacy. This purpose was accomplished by interviewing 32 faculty and staff members at a K-8 school in New Zealand through a social cognitive theory lens. Data were analyzed using NVivo software and multiple coding cycles grounded in principles of grounded theory. Qualitative analysis of these interviews identified five core aspects of school culture that contribute to collective teacher efficacy: shared vision for learning, school systems, relationships, well-being, and collaboration. Based on the assumption that collective teacher efficacy can positively affect student achievement, we assert that understanding and applying these five aspects of school culture could have a significant, positive impact on student achievement. |
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| ISSN: | 2470-8496 2470-850X |
