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Collective Teacher Efficacy and Its Enabling Conditions: A Proposed Framework for Influencing Collective Efficacy in Schools

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Elementary Secondary Education
      Elementary Education
      Secondary Education
    • Subject Terms:
      Test Reliability; Public School Teachers; Teacher Competencies; Teacher Competency Testing; Teacher Attitudes; Self Efficacy; Teacher Effectiveness; Elementary School Teachers; Secondary School Teachers; Teacher Collaboration
    • Subject Terms:
      Illinois
    • ISSN:
      2332-8584
    • Abstract:
      This quantitative study aims to explore the validity of Donohoo et al.'s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy Scale (CES-SF), and the Collective Teacher Beliefs Scale (CTBS). The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models. The findings from this study demonstrate that the EC-CTES is a valid tool. The EC-CTES subscales are positively associated with measures of collective teacher efficacy. We recommend adjustments for the EC-CTES subscales for greater congruence with collective efficacy theory and practical application. Due to the theoretical density of collective teacher efficacy, a modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1405275