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Moderating the collective and self‐efficacy relationship

Moderating the collective and self‐efficacy relationship Purpose – This purpose of this study is to examine the relationship between teacher collective efficacy and three components of teacher self‐efficacy – instructional, social, and management. In addition, teacher role and school level are suggested as moderators. Design/methodology/approach – The study design examined the relationship between teacher collective efficacy and self‐efficacy over time. Data were collected from 97 junior and senior high school teachers. Findings – The study finds that collective efficacy was positively associated with self‐efficacy, with teacher role moderating the association of two components of self‐efficacy: social and management. Also, managerial staff members showed higher levels of self‐efficacy. Research limitations/implications – It is possible that high school teachers and junior high are not easily distinguished. Also, the n s may not have been large enough to detect significant group differences. Furthermore, given that all scales were self‐report measures, common method variance may have affected the findings. Originality/value – The present study demonstrates the significant association between collective efficacy and self‐efficacy. Moreover, role in the organization moderates the association between collective and self‐efficacy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Moderating the collective and self‐efficacy relationship

Journal of Educational Administration , Volume 47 (4): 11 – Jul 3, 2009

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Publisher
Emerald Publishing
Copyright
Copyright © 2009 Emerald Group Publishing Limited. All rights reserved.
ISSN
0957-8234
DOI
10.1108/09578230910967437
Publisher site
See Article on Publisher Site

Abstract

Purpose – This purpose of this study is to examine the relationship between teacher collective efficacy and three components of teacher self‐efficacy – instructional, social, and management. In addition, teacher role and school level are suggested as moderators. Design/methodology/approach – The study design examined the relationship between teacher collective efficacy and self‐efficacy over time. Data were collected from 97 junior and senior high school teachers. Findings – The study finds that collective efficacy was positively associated with self‐efficacy, with teacher role moderating the association of two components of self‐efficacy: social and management. Also, managerial staff members showed higher levels of self‐efficacy. Research limitations/implications – It is possible that high school teachers and junior high are not easily distinguished. Also, the n s may not have been large enough to detect significant group differences. Furthermore, given that all scales were self‐report measures, common method variance may have affected the findings. Originality/value – The present study demonstrates the significant association between collective efficacy and self‐efficacy. Moreover, role in the organization moderates the association between collective and self‐efficacy.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Jul 3, 2009

Keywords: Teachers; Team working; Secondary schools; Performance appraisal

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