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 of Educational Administration – Emerald Publishing
Published: Jul 3, 2009
Keywords: Teachers; Team working; Secondary schools; Performance appraisal
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