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Create A Vibrant Learning Culture

By Learning Forward
December 2017
When teachers share the belief that, together, they can positively influence student learning over and above other factors and make an educational difference in the lives of students, they actually do. Collective efficacy refers to the shared perceptions of educators that, through their combined efforts, they can “organize and execute the courses of action required to have a positive effect on students” (Goddard, Hoy, & Hoy, 2004, p. 4). Tschannen-Moran and Barr (2004) expand on this definition, describing collective efficacy as the “collective self-perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities” (p. 190). In fact, collective efficacy is what matters most in improving student learning, topping Hattie’s (2016)

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Authors

Jenni Donohoo and Steven Katz

Jenni Donohoo (jenni.donohoo@learningforwardontario.ca) is provincial literacy lead in the Curriculum, Assessment Policy, and Student Success Branch in the Ontario Ministry of Education. Steven Katz (steven.katz@utoronto.ca) is associate professor, teaching stream, in the Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto.

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Cantrell, S. & Callaway, P. (2008). High and low implementers of content literacy instruction:  Portraits of teacher efficacy. Teaching and Teacher Education, 24(7), 1739-1750.

Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA: Corwin.

Donohoo, J. & Velasco, M. (2016). The transformative power of collaborative inquiry: Realizing change in schools and classrooms. Thousand Oaks, CA: Corwin.

Duhigg, C. (2012). The power of habit: Why we do what we do in life and business. Toronto, Ontario, Canada: Doubleday Canada.

Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement. Unpublished doctoral dissertation. Loyola University of Chicago.

Gallimore, R., Ermeling, B., Saunders, W., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams. Elementary School Journal, 109(5), 537-553.

Georgiou, S., Christou, C., Stavrinides, P., & Panaoura, G. (2002). Teacher attributions of student failure and teacher behavior toward the failing student. Psychology in the Schools, 39(5), 583-595.

Gibbs, S. & Powell, B. (2011). Teacher efficacy and pupil behaviour: The structure of teachers’ individual and collective beliefs and their relationship with numbers of pupils excluded from school. British Journal of Educational Psychology, 82(4), 564-584.

Goddard, R., Goddard, Y., Kim, E., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective beliefs in support of student learning. American Journal of Education, 121(4), 501-530.

Goddard, R., Hoy, W., & Hoy, A.W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.

Goddard, R., Hoy, W., & Hoy, A.W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.

Hattie, J. (2016, July). Keynote speech. Third Annual Visible Learning Conference: Mindframes and Maximizers. Washington, DC.

Hoy, W., Sweetland, S., & Smith, P. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38(1), 77-93.

Katz, S. & Dack, L.A. (2013). Intentional interruption: Breaking down learning barriers to transform professional practice. Thousand Oaks, CA: Corwin.

Katz, S., Dack, L.A., & Malloy, J. (2017). The intelligent, responsive leader. Thousand Oaks, CA: Corwin.

Katz, S., Earl, L., & Ben Jaafar, S. (2009). Building and connecting learning communities: The power of networks for school improvement. Thousand Oaks, CA: Corwin.

Parks, M., Solmon, M., & Lee, A. (2007). Understanding classroom teachers’ perceptions of integrating physical activity: A collective efficacy perspective. Journal of Research in Childhood Education, 21(3), 316-328.

Preus, J. (2011). Examining an inquiry-based approach for new teacher training. Dissertation, University of California.

Ramos, M., Silva, S., Pontes, F., Fernandez, A., & Nina, K. (2014). Collective teacher efficacy beliefs: A critical review of the literature. International Journal of Humanities and Social Science, 4(7), 179-188.

Rauf, P., Ali, S., Aluwi, A., & Noor, N. (2012). The effect of school culture on the management of professional development in secondary schools in Malaysia. Malaysian Online Journal of Educational Science, 2(3), 41-51.

Ross, J., Hogaboam-Gray, A., & Gray, P. (2004). Prior student achievement, collaborative school processes, and collective teacher efficacy. Leadership and Policy in Schools, 3(3), 163-188.

Sandoval, J., Challoo, L., & Kupczynski, L. (2011). The relationship between teachers’ collective efficacy and student achievement at economically disadvantaged middle school campuses. i-Manager’s Journal on Educational Psychology, 5(1), 9-23.

Tschannen-Moran, M. & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209.


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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.


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