Examining the Relationship Between Enabling School Structures and Collective Teacher Efficacy

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Assessment and Student Achievement in Schools

Abstract

Leadership and collective teacher efficacy are essential organizational factors that can influence high levels of teaching and learning for all students and adults. The purpose of this study was to explore the relationship between enabling school structures (ESS) and collective teacher efficacy (CTE). Multiple regression findings demonstrated empirical evidence of the plausible relationship between school leadership and collective teacher efficacy. Creating enabling conditions, such as demonstrating trust, has the potential to fosters collective teacher efficacy. Transformational leadership behaviors have a positive relationship with school structures and collective teacher efficacy. Future research is needed to further examine the ESS subscales: enabling leadership, enabling teacher autonomy, and enabling procedures with a larger sample size in secondary schools.

Authors

• Persida Torres, Azusa Pacific University

• Ying Hong Jiang, Azusa Pacific University