This is an overview of my research and thinking around Collective Teacher Efficacy (CTE).
CTE refers to “the perceptions of teachers in a school that the faculty as a whole can execute the courses of action necessary to have positive effects on students” a. It was identified by Professor John Hattie as having a very high effect size of 1.57 b. CTE is of interest to school leaders because it is an indicator of the willingness by teacher “to invest the time and energy required to attain educational goals and results in greater effort.” CTE is a broad and systemic intervention which leads to “improved student outcomes” c. Jenni Donohoo identifies the following six enabling conditions for fostering collective teacher efficacy: Continue reading “My notes on Collective Teacher Efficacy”
- Goddard, R. (2001). Collective efficacy: A neglected construct in the study of schools and student
achievement. Journal Of Educational Psychology, 93(3), 467-476. https://doi.org/10.1037/0022-
0663.93.3.467 (back) - Hattie, J. (2016). Third Visible Learning Annual Conference: Mindframes and Maximizers,
Washington, DC, July 11, 2016 (back) - Donohoo, J., O’Leary, T., & Hattie, J. (2020). The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES). Journal of Professional Capital And Community, 5(2), 147-166. https://doi.org/10.1108/jpcc-08-2019-0020 (back)
