Investigating Self- and Collective Efficacy Beliefs of Elementary School Teachers

• In Event: Studies of In-Service Teachers' Self-Efficacy

Abstract

This study investigated the reliability and validity of a measure of teacher efficacy. We hypothesized that self-efficacy would be greater than collective efficacy and that both would be related to teaching experience. Elementary teachers (N = 606) completed a 114-item survey. An exploratory factor analysis revealed that 45 items showed salient loadings on three factors: group competence, personal competence, and task analysis. Reliability was acceptable. Paired samples t-tests revealed that personal competence was significantly greater than group competence, and both were significantly greater than task analysis. A multivariate linear regression revealed that teaching experience positively contributed to personal competence and task analysis but negatively contributed to group competence. Significance of the factor structure and the efficacy results are discussed.

Authors

• Meaghan N. Vitale, Federal Reserve Bank of Philadelphia

• John Z Strong, University at Buffalo - SUNY

• Sharon C. Walpole, University of Delaware