The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES)

2020 ◽  
Vol 5 (2) ◽  
pp. 147-166
Author(s):  
Jennifer Donohoo ◽  
Tim O'Leary ◽  
John Hattie
Keyword(s):  
Factor Analysis ◽  
Teacher Efficacy ◽  
Collective Efficacy ◽  
School Leaders ◽  
Contextual Factors ◽  
Collective Teacher Efficacy ◽  
Future Research ◽  
Supportive Leadership ◽  
Content Type ◽  
New Instrument

PurposeHigh levels of collective teacher efficacy (CTE) within a school is known to be associated with improved student learning. CTE is a marker of the level of shared efficacy among teachers within a school. Knowledge of the levels of CTE within a school does not, though, support its development. To properly support school leaders in nurturing CTE, knowledge of the status of the enabling conditions for CTE within their schools is necessary to identify areas of strength and opportunities for improvement. Armed with such knowledge, school leaders can then begin the journey of cultivating CTE within their schools.Design/methodology/approachDrawing upon previous research, contextual predictors of collective efficacy were identified and a questionnaire was created. Confirmatory factor analysis was used to evaluate the proposed factor structure. Necessary revisions were completed and in phase 2 of the field test, a new instrument was validated using factor analysis.FindingsThe preliminary validation of the Enabling Conditions for Collective Efficacy Scale (EC-CTES) is presented in this paper. This study provides evidence in support of a factor model with five related first-order factors that describe the enabling conditions for CTE, which include: Empowered Teachers, Embedded Reflective Practices, Cohesive Teacher Knowledge, Goal Consensus, and Supportive Leadership. A conceptual framework for “Leading Collective Teacher Efficacy” is provided.Research limitations/implicationsThe identification and measurement of the malleable, contextual factors that contribute to the formation of CTE has been lacking in previous research. While most of the previous research focused on the remote sources of CTE, very few studies have examined the proximate sources. Correlations between some factors were high, in particular Empowered Teachers and Supportive Leadership. Although there is evidence these factors can be seen as making unique contributions, future work will focus on the inclusion of additional items to more clearly make the distinction between the factors. In addition, there were limitations based on the sample in this study and future research should focus on a broader sample of participants.Practical implicationsWhile there are currently several CTE scales widely used in research, contextual factors that serve to enhance CTE in schools have not been captured in existing instruments. The identification of the contextual antecedents of CTE will be useful to system and school leaders because this information can be used to help inform their leadership practice as they work to help instill a greater sense of collective efficacy among the teaching faculty in their schools.Social implicationsCTE is of great interest to system and school leaders because it predicts teachers' willingness to invest the time and energy required to attain educational goals and results in greater effort. The productive behavior on the part of the adults in schools characterized by high levels of CTE leads to improved student outcomes.Originality/valueThis study detailed the design and validation of a teacher perception survey to capture information related to the dimensions associated with the enabling conditions of CTE.

The relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peng Liu
Keyword(s):  
Teacher Efficacy ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Collective Teacher Efficacy ◽  
Positive Relationships ◽  
Content Type ◽  
Upper Secondary ◽  
The Relationship ◽  
Upper Secondary Schools ◽  
Positive Environment

PurposeThe aim of this study was to understand the relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools.Design/methodology/approachBased on survey answers from 1,074 upper secondary teachers in a Chinese city, path analysis was conducted to understand the relationship.FindingsThis study identified that a number of dimensions of teacher leadership (recognition, collegiality, participation and positive environment) had positive relationships with group competence. Meanwhile, the dimensions of developmental focus, participation and positive environment had positive relationships with task analysis. Additionally, when the authors treated collective efficacy as a single variable, the dimensions of developmental focus, congeniality, participation and positive environment had positive relationships with collective efficacy.Originality/valueThis study is to understand the relationship between teacher leadership and collective teacher efficacy in a collective culture and hierarchical education system.

Proximate sources of collective teacher efficacy

2006 ◽  
Vol 44 (6) ◽  
pp. 625-642 ◽  
Author(s):  
Curt M. Adams ◽  
Patrick B. Forsyth
Keyword(s):  
Academic Performance ◽  
Teacher Efficacy ◽  
Teacher Perceptions ◽  
Collective Efficacy ◽  
School Level ◽  
Collective Teacher Efficacy ◽  
School Structure ◽  
Contextual Variables ◽  
Content Type ◽  
Sources Of Efficacy

PurposeRecent scholarship has augmented Bandura's theory underlying efficacy formation by pointing to more proximate sources of efficacy information involved in forming collective teacher efficacy. These proximate sources of efficacy information theoretically shape a teacher's perception of the teaching context, operationalizing the difficulty of the teaching task that faces the school and the faculty's collective competence to be successful under specific conditions. The purpose of this study was to examine the influence of three contextual variables: socioeconomic status, school level, and school structure on teacher perceptions of collective efficacy.Design/methodology/approachSchool level data were collected from a cross‐section of 79 schools in a Midwestern state. Data were analyzed at the school level using hierarchical multiple regression to determine the incremental variance in collective teacher efficacy beliefs attributed to contextual variables after accounting for the effect of prior academic performance.FindingsResults support the premise that contextual variables do add power to explanations of collective teacher efficacy over and above the effects of prior academic performance. Further, of the three contextual variables school structure independently accounted for the most variability in perceptions of collective teacher efficacy.Research limitations/implicationsA sample of 79 schools was considered small to accurately test a hypothesized model of collective teacher efficacy formation using structural equation modeling. That approach would have had the advantage of permitting the researchers to identify the relationships among the predictor variables and between the predictors and the criterion. Additionally, there was a concern of possible aggregation bias associated with aggregating collective teacher efficacy scores to the school level. Despite these limitations, the findings hold theoretical and practical implications in that they defend the theoretical importance of contextual factors as efficacy sources. Furthermore, formalized and centralized conditions conducive to promoting perceptions of collective efficacy in teachers are identified.Originality/valueExtant collective efficacy studies have generally not operationalized Bandura's efficacy sources to include the effects of current context. This study does.

Fostering Collective Efficacy?: What School Leaders Should Know

2021 ◽  
Vol 8 (2) ◽  
pp. 77-84
Author(s):  
T.J. Hoogsteen
Keyword(s):  
School Improvement ◽  
Collective Efficacy ◽  
School Leaders ◽  
Collective Teacher Efficacy ◽  
Future Research ◽  
Education Reforms ◽  
District Leaders ◽  
Change Initiatives ◽  
Policy Makers ◽  
Know How

Statements claiming that efforts of policy makers, system and school leaders, and staff developments toward education reforms might be better served  by strategically and intentionally considering how to foster collective efficacy throughout the conceptualization, design, delivery, and assessment of change initiatives (Donohoo, 2018, p. 340) have led schools and districts to attempt to do just that.  However, such conclusions may not be justified.  The present review examines available research using a framework inspired by Willingham (2012) which is meant to guide leaders in evaluating the trustworthiness and value of research.  Willingham (2012) notes that leaders should be able to recognize the change when it happens, know how large the change should be, and estimate the length of time the change will take. This framework is applied to CTE literature to gauge whether the research base surrounding collective teacher efficacy is useful to school and district leaders when making decisions regarding school improvement and organizational change initiatives.  The article concludes with suggestions for future research.     

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rima'a Da'as ◽  
Mowafaq Qadach ◽  
Ufuk Erdogan ◽  
Nitza Schwabsky ◽  
Chen Schechter ◽  
...  
Keyword(s):  
Teacher Efficacy ◽  
Collective Efficacy ◽  
Optimization Method ◽  
Collective Teacher Efficacy ◽  
Content Type ◽  
Theoretical Contribution ◽  
Configural Invariance ◽  
The Usa ◽  
Linguistic Groups ◽  
Teacher Efficacy Beliefs

PurposeCollective teacher efficacy (CTE) is a promising construct for understanding how schools can foster student achievement. Although much of the early research on CTE took place in North America, researchers from other parts of the world are now delving into this topic. The current study explores whether these powerful collective beliefs function similarly across diverse cultural and linguistic groups: Arab and Jewish teachers in Israel, and teachers in Turkey and the USA.Design/methodology/approachParticipants included 4,216 teachers from Israel, Turkey and the USA, representing four cultures: Arab, Jewish, Turkish and American. We tested configural invariance using multigroup confirmatory factor analysis (AMOS) and alignment optimization (Mplus) to identify the groups in which specific parameters are noninvariant, and to compare the latent factor means.FindingsConfigural invariance showed adequate fit of the model structure across the four groups. Based on invariance tests, using the alignment optimization method, CTE scales held different meanings for specific items across the four cultures, where the USA and Arab cultures were the sources of these differences. Furthermore, in comparing the two-dimensional CTE belief scale across the four groups, latent means revealed the highest mean ranking for the USA and the lowest for Turkey.Originality/valueThis research makes a significant theoretical contribution by examining and comparing the concept of teachers' collective efficacy in multiple cultures. This comparison can also contribute to instructional teaching practices worldwide.

Collective teacher efficacy research: implications for professional learning

2017 ◽  
Vol 2 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Jenni Donohoo
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Efficacy ◽  
Collective Efficacy ◽  
Professional Learning ◽  
Collective Teacher Efficacy ◽  
Research Attention ◽  
Content Type ◽  
Search Terms ◽  
Efficacy Research

Purpose Researchers have provided critiques of teacher efficacy research along with suggestions for future research, but no recent reviews have examined the state of collective teacher efficacy (CTE) research as it relates specifically to professional development. This review addressed the following questions: How much research attention has been paid to professional learning and CTE? What does the research tell us about professional learning and CTE? What do we know about influencing CTE through professional learning? The paper aims to discuss these issues. Design/methodology/approach Educational Resources Information Center and EBSCO databases were searched for peer-reviewed articles written in English and published over the last ten years (between 2007 and 2017). The search terms included “collective efficacy” and “teacher or teachers” and “professional development and professional learning” and were extended beyond titles to include keywords contained within the articles. This would help to broaden the search and increase the number of hits. Findings There is little that can be gleaned from the research related to professional learning and the contextual factors that influence collective efficacy beliefs. Only one study (Paxon et al., 2014) in this review considered the formation of CTE in relation to both remote and proximate sources. Although some of the studies explained Bandura’s (1993) sources of CTE, reference to the sources were notably absent in the reported findings, implications, and conclusions of many of the studies. Contextual variables examined in the component studies included either implementation patterns, trust, sense of belonging, teacher uncertainty, opportunities for teacher leadership, social relationships, and/or labels assigned to low performing districts and/or high performing districts. Research limitations/implications A limitation that influences the findings of this review is that the review was not exhaustive, and articles written in English with the search terms outlined did not capture the population of possible articles. Future reviewers may uncover new patterns in CTE research by searching non-English journals and by examining the range of work completed in graduate theses and dissertations. Practical implications In regard to promising professional learning designs, inquiry based approaches, including collaborative action research, problem-solving groups, and teams’ monitoring and tracking individual student progress seemed to hold promise. In each of these designs, educators collaboratively analyze student evidence for the purpose of evaluating their impact, reflecting on their collective work, and determining optimal next steps. Interpreting results by examining student learning data might help to strengthen connections between perceived levels of difficulty related to teaching tasks and perceptions of group competence. When conversations shift from generalized talk about student’s progress and polite sharing of teaching strategies to more in-depth conversations about the connections between the two, professional learning becomes more impactful. The interpretation of results, leads to shifts in causal attributions – from assumptions which included “I planned and taught the lesson, but they didn’t get it” to “you haven’t taught it until they’ve learned” as a result of engaging in these types of professional learning designs. Originality/value Hattie’s (2015) research, which synthesized major findings from over 1,200 meta-analyses relating to influences on student achievement, demonstrated the magnitude and overall distribution of more than 150,000 effect sizes. In a recent update, Hattie (2016) ranked CTE as the number one influence of all the factors related to student achievement, reporting an effect size of 1.57.This update was based on Eells’ (2011) meta-analysis that synthesized correlational evidence for CTE and student achievement. Eells (2011) found that CTE was strongly and positively associated with student achievement “across subject areas, when using varied instruments, and in multiple locations” (p. 110). Eells (2011) finding is becoming more widely disseminated through the promotion of Hattie’s (2016) Visible Learning Research due to its prominent position within that body of evidence. Thus, the interest of practitioners in the field, including administrators, teachers, and professional learning facilitators has been piqued. Gaining a better understanding of CTE, sources that shape it, and its antecedents and consequences are likely to surface as a major upcoming focus for designers and facilitators of professional learning. There is a small amount of extant research that examined professional development effects on teacher efficacy (Tschannen-Moran and McMaster, 2009; Ross and Bruce, 2007). However, there are many voids in the collective efficacy research. Given this void and the increased interest to gain a better understanding of CTE on part of practitioners, not only is additional research needed, it is imperative to find ways to address the ongoing dilemma of making research and theory relevant to educators’ practice.

scholarly journals Multi‐dimensional nature of service innovation

2011 ◽  
Vol 31 (11) ◽  
pp. 1164-1192 ◽  
Author(s):  
Renu Agarwal ◽  
Willem Selen
Keyword(s):  
Factor Analysis ◽  
Empirical Data ◽  
Structural Equation ◽  
Service Innovation ◽  
Telecommunications Industry ◽  
Equation Model ◽  
Future Research ◽  
Extensive Literature ◽  
Service Network ◽  
Content Type

PurposeInnovation in services is thought to be multi‐dimensional in nature, and in this context the purpose of this paper is to present and operationalise the concept of “elevated service offerings” (ESO) in collaborating service organisations. ESO stands for new or enhanced service offerings which can only be eventuated as a result of partnering, and which could not be delivered on individual organisational merit. ESO helps us expand our understanding of service innovation to include a service network or service system's dimension.Design/methodology/approachA structural equation model is specified and estimated based on constructs and relationships grounded in the literature, as well as self‐developed constructs, using empirical data from 449 respondents in an Australian telecommunications service provider (SP) and its partnering organisations.FindingsResults show that ESO is a multi‐dimensional construct which was operationalised and validated through an extensive literature review, exploratory factor analysis, confirmatory factor analysis, and structural equation modelling using a holdout sample.Research limitations/implicationsQualitative and empirical data analysis was undertaken with data collected from a single large telecommunications SP organisation, and its partnering organisations. Future research may seek to collect data from the entire telecommunications industry sector and their partnering organisations, across other service sectors, or even any other organisation where collaboration is pivotal to their success.Practical implicationsService organisations today need to understand that innovation in services is not just about process or product innovation, or even performance and productivity improvements, but in fact includes organisational forms of innovation. Indeed, the interactions and complementarities between the three different aspects of ESO – strategic, productivity, and performance – highlight the increasing complex and multi‐dimensional character of innovation and the ongoing iterative process.Originality/valueThis research provides empirical evidence for the existence of a multi‐dimensional innovation in services construct – known as elevated service offerings in a collaborative service network, along with an adapted definition of service and a service innovation model.

Organizing inter-firm project governance – a contextual model for empirical investigation

2018 ◽  
Vol 11 (1) ◽  
pp. 144-157 ◽  
Author(s):  
Simon von Danwitz
Keyword(s):  
Organization Theory ◽  
Contextual Factors ◽  
Project Performance ◽  
Future Research ◽  
Content Type ◽  
Project Governance ◽  
Proposed Model ◽  
Key Characteristics ◽  
Conceptual Paper ◽  
Selection Of

Purpose The management of major inter-firm projects requires a coherent, holistic governance framework to be effective. However, most existing models of project governance are limited to a narrow selection of contractual, structural or procedural aspects, and further neglect contextual factors, such as key characteristics of a project and its partners. The paper aims to discuss these issues. Design/methodology/approach This conceptual paper proposes an integrative analytical model of inter-firm project governance, building upon contingency theory and drawing from established constructs rooted in organization theory. Findings The paper aims to integrate two largely distinct streams of research and synthesize the respective constitutive dimensions of project governance into a coherent conceptual model. Further, interrelationships with contextual factors, such as project-related and partner-related characteristics, and project performance are discussed. Originality/value The proposed model purposefully merges two complementary streams of project governance research. As the model further provides clear contextual factors, it strengthens an emerging stream of project research by systematically examining external influences of project organizing. Future research may utilize this model and the suggested operationalization for each of the constructs as a basis to empirically investigate the design and effectiveness of governance regimes of major projects.

Exemplary followership. Part 1: refining an instrument

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tim O. Peterson ◽  
Claudette M. Peterson ◽  
Brian W. Rook
Keyword(s):  
Factor Analysis ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Organizational Citizenship Behaviors ◽  
Citizenship Behavior ◽  
Future Research ◽  
Citizenship Behaviors ◽  
Content Type ◽  
The Usa ◽  
The Impact

Purpose The overall purpose of this paper is to determine to what extent organizational citizenship behaviors predict followership behaviors within medical organizations in the USA. This is the first part of a two-part article. Part 1 will refine an existing followership instrument. Part 2 will explore the relationship between followership and organizational citizenship. Design/methodology/approach Part 1 of this survey-based empirical study used confirmatory factor analysis on an existing instrument followed by exploratory factor analysis on the revised instrument. Part 2 used regression analysis to explore to what extent organizational citizenship behaviors predict followership behaviors. Findings The findings of this two-part paper show that organizational citizenship has a significant impact on followership behaviors. Part 1 found that making changes to the followership instrument provides an improved instrument. Research limitations/implications Participants in this study work exclusively in the health-care industry; future research should expand to other large organizations that have many followers with few managerial leaders. Practical implications As organizational citizenship can be developed, if there is a relationship between organizational citizenship and followership, organizations can provide professional development opportunities for individual followers. Managers and other leaders can learn how to develop organizational citizenship behaviors and thus followership in several ways: onboarding, coaching, mentoring and career development. Originality/value In Part 1, the paper contributes an improved measurement for followership. Part 2 demonstrates the impact that organizational citizenship behavior can play in developing high performing followers.

The relationship between EFQM enablers and business performance

2019 ◽  
Vol 30 (4) ◽  
pp. 684-706 ◽  
Author(s):  
Dimitrios Kafetzopoulos ◽  
Katerina Gotzamani ◽  
Dimitrios Skalkos
Keyword(s):  
Factor Analysis ◽  
Quality Management ◽  
Business Performance ◽  
Innovation Performance ◽  
Equation Modeling ◽  
Future Research ◽  
Content Type ◽  
Mediating Role ◽  
Efqm Model

PurposeThe purpose of this paper is to examine the extent to which the five European Foundation for Quality Management (EFQM) model enablers, as the latent factor “enabler excellence,” are associated with business performance, taking into consideration the mediating role of innovation in this relationship.Design/methodology/approachThe analysis followed in order to investigate the relations among the various constructs of the proposed model includes an initial exploratory factor analysis, followed by confirmatory factor analysis and finally structural equation modeling.FindingsAccording to the study findings, “enabler excellence” and innovation performance directly contribute to business performance. Moreover, this paper concludes that innovation performance partially mediates the effect of excellence enablers on business performance.Research limitations/implicationsThis study does not separate between radical and incremental innovation; thus, it would be very interesting to explore this issue in future research. Moreover, it might be useful for researchers to reassess the proposed relationships examining the mediating role of organizational culture.Practical implicationsThis study offers clear implications for managers, proving that they should give higher emphasis on quality management (QM) and the four dimensions of innovation in order to achieve increased performance.Originality/valueBased on the multidimensional structure of the EFQM model, this empirical study determines the contribution of QM to business performance taking into consideration the role of innovation performance as a mediator in this relationship.

Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy

2016 ◽  
Vol 46 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Stefan R Ninković ◽  
Olivera Č Knežević Florić
Keyword(s):  
Transformational Leadership ◽  
Teacher Efficacy ◽  
School Leadership ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Collective Teacher Efficacy ◽  
Hierarchical Regression ◽  
Teacher Self Efficacy

Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understanding of the relationship between different dimensions of transformational school leadership and collective teacher efficacy. Second, a contribution of teacher self-efficacy to collective efficacy beliefs was established, confirming the assumptions of social cognitive theory on reciprocal causality between two types of perceived efficacy: individual and collective.

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