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- Title
Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy.
- Authors
Ninković, Stefan R.; Knežević Florić, Olivera Č
- Abstract
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.
- Subjects
EDUCATIONAL leadership; TRANSFORMATIONAL leadership; SELF-efficacy in teachers; COLLECTIVE education; SOCIAL cognition theory (Communication)
- Publication
Educational Management Administration & Leadership, 2018, Vol 46, Issue 1, p49
- ISSN
1741-1432
- Publication type
Article
- DOI
10.1177/1741143216665842