Collective Teacher Efficacy and Its Enabling Conditions: A Framework for Influencing Collective Efficacy in Schools

• In Event: Teacher Support: Efficacy, Perceptions, and New Teacher Experiences

Abstract

The purpose of this quantitative study is to explore the validity of Donohoo et al.’s (2020) emerging Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) and evaluate its relationship to measures of collective teacher efficacy. The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models. The findings demonstrate that the EC-CTES is a valid tool, and its subscales are positively associated with measures of collective teacher efficacy. We recommend adjustments to the EC-CTES subscales for greater congruence with collective efficacy theory. A modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners.

Authors

• Christine M. Anderson, West Aurora School District 129
  Presenting Author

• Ryan Kopatich, Augustana College
  Presenting Author

• Kelly Summers, Northern Illinois University
  Presenting Author