A multilevel analysis of the relationship between teacher and collective efficacy in urban schools |
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| Institution: | 1. University of Michigan, 4204 School of Education, 610 East University Avenue, Ann Arbor, MI 48109-1259, USA;2. University of Toledo, 5005 Gillham Hall, College of Education, Toledo, OH 43606, USA;1. Faculty of Education, University of Canberra, Australia;2. Department of Education, Yonsei University, Seoul, South Korea;3. College of Education & Human Development, University of Minnesota-Twin Cities, USA |
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| Abstract: | Although a great deal of research has linked both teacher and collective efficacy to student achievement, one overlooked question concerns the nested association between teacher and collective efficacy. The authors apply social cognitive theory to offer a theoretical analysis of this relationship. Next, using hierarchical linear modeling, they empirically test the strength of the relationship between these two theoretically related yet conceptually distinct constructs. Analysis of data collected from 438 teachers in 47 schools in a large urban school district shows that collective efficacy predicts variation in teacher efficacy above and beyond the variance explained by a number of school contextual factors including socioeconomic status and student achievement. The implications of these findings for future research are discussed. |
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