Collective meaning12/21/2023 ![]() In addition, school culture improves as teachers believe more strongly in themselves. In other words, when teams of teachers truly and fully believe in their collective ability to improve the learning of their students, their students do better and learn more. More than any other factor influencing student outcomes - for example, socioeconomic status, parent involvement, motivation, home environment, and concentration - collective teacher efficacy impacts student achievement the most. In schools with strong collective teacher efficacy, students learn more and their academic achievement increases. Drawn-out and multi-step approaches, on the other hand, lead teachers to get bogged down and feel “in the weeds.” In order for teachers to practice a growth mindset, and to build trust and momentum with their colleagues, they must feel that their efforts will lead to success. Having a “quick win” motivates teachers to do more and to believe more in themselves and each other. Ultimately what’s most important is that teams of teachers experience success, especially at the beginning of their work together. This is why selecting the right data point is crucial when teachers set up their action plans. Teams with detailed “theories of action” - when we do this, then our students will do this - develop their collective teacher efficacy more quickly than teams that have loose cause-and-effect links. This way, teachers can see clearly the connection between what they do and the results that follow. In order to build collective efficacy, according to Hattie, teachers must tightly align their actions to student outcomes. In cycles of inquiry, teachers look at student work, analyze strengths and areas of growth in the data, and plan next steps to improve their instruction so that their students can learn more. ![]() By doing so, teachers have a shared goal: the learning of their students. In his work on collective teacher efficacy, Hattie emphasizes the importance of teachers working together in professional learning communities. What does Hattie mean by collective teacher efficacy? Professor John Hattie continued this work in the field of education, most notably in his book Visible Learning. In 2011, researcher Rachel Eells introduced the term collective teacher efficacy. This concept builds on the scholarship of psychologist Albert Bandura in the 1970s, which demonstrated that teams believing in their potential led to better results.īandura defined the concept of collective efficacy as “a group’s shared belief in the conjoint capabilities to organize and execute the courses of action required to produce given levels of attainment.” “Efficacy” highlights the importance of teacher beliefs to improve student outcomes. “Teacher” centers the expertise of classroom practitioners, rather than school leaders or outside educators. “Collective” refers to the power of groups of teachers over individual teachers. Simply put, collective teacher efficacy is the belief that teachers can more positively impact the learning of their students if they work as a team. What does Collective Teacher Efficacy mean? That is why one powerful key structure in education is the concept of collective teacher efficacy. ![]() Developing this confidence occurs more often and more quickly when teachers are part of a team, working together collaboratively and collectively. All teachers want to feel a sense of efficacy - in other words, the confidence that they being effective.
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