Peer Observation to Improve Collective Teacher Efficacy

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Abstract

This qualitative descriptive study explored teachers’ perceptions of a peer observation structure, collegial visits (CVs), and CVs’ connection to collective teacher efficacy (CTE). The research question was: How do teachers perceive CVs, particularly with respect to their influence on CTE? Thirteen K-12 educators participated in interviews or a focus group. Utilizing social cognitive theory (SCT), six themes emerged regarding participants’ experience with CVs as a professional learning (PL) opportunity: uninformed perceptions of the collective, ability to see strengths in others, collective appreciation, enhanced collective responsibility, team mentality, and teachers’ increased CTE throughout CV implementation. Results demonstrated CVs foster positive CTE beliefs, a construct associated with increased student achievement. Administrators should consider implementing CVs as a PL structure in their schools.

Authors

• Bethany R. Mather, Grand Canyon University

• Jeremy D. Visone, Central Connecticut State University