Interpersonal Relationships and Organizational Behavior: The Mediating Role of Teachers' Self- and Collective Efficacy

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Examining Relationships Between Teacher Knowledge, Practice, and Self-Efficacy (Table 17)

Abstract

Although self-efficacy (SE) and collective efficacy (CE) represent two distinct concepts, they are nonetheless intertwined with one another to a certain extent. Indeed, Bandura (1997) stresses that employees evaluate their CE while being influenced by their own SE. Yet, aside from a handful of studies, there has been little research with both SE and CE. Therefore, this study examines their mediating role between the quality of interpersonal relationships (QIR; with administration, colleagues, and students) and in-role and extra-role behaviors of 480 Canadian teachers. SEM results provide support for a model explaining the motivational mechanisms by which QIR relate to teachers’ behaviors. Teaching establishments would gain from better understanding the dynamic of SE and CE to better foresee its organizational implications.

Authors

• Caterina Mamprin, Université de Moncton

• Louise Clément, Université Laval

• Alice Levasseur, Université Laval