Sources of Self- and Collective Teachers' Efficacy: Could They Play Complementary Roles in Teachers' Behavior?

• In Event: Thriving Teachers: Factors Influencing Teachers’ Job Satisfaction and Efficacy

Abstract

In spite of important progress made in Bandura’s social cognitive theory over the years, little has been brought to light about the sources of teachers’ self- and collective efficacy. The aim of this study was to examine the four sources (enactive mastery experience, vicarious experience, social persuasion, and physiological and affective states) with self- and collective efficacy and teachers’ behaviors (in-role performance, OCBI, and OCBO). The study was conducted among 439 college teachers in the Province of Quebec (Canada). SEM results provide support for a model explaining the motivational mechanisms by which sources of efficacy relate to teachers’ behaviors. Teaching establishments would gain from better understanding the dynamic of self- and collective efficacy to better foresee its organizational implications.

Authors

• Louise Clément, Université Laval

• Claude Fernet, Université du Québec à Trois-Rivières

• Lynda Méthot, Cégep de Trois-Rivières

• Suzanne Jacob, Cégep de Trois-Rivières