Principal self-efficacy and school climate as antecedents of collective teacher efficacy
Yada, T., & Savolainen, H. (2023). Principal self-efficacy and school climate as antecedents of collective teacher efficacy. School Effectiveness and School Improvement, 34(2), 209-225. https://doi.org/10.1080/09243453.2023.2170425
Published inSchool Effectiveness and School Improvement
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
The importance of collective teacher efficacy (CTE) has been increasingly emphasised, but few studies have focused on how it can be enhanced. Since CTE is assumed to be related to factors that differ between schools, the belief-shaping sources of CTE could be related to principals’ beliefs of their efficacy. Moreover, a school climate that centralises teachers’ attempts to improve student learning could enhance CTE. This paper examines a proposed analytical model that links principal self-efficacy (PSE) to CTE, as mediated by the school climate. The model is tested via a multilevel analysis with data from 70 Finnish schools and 767 educators. The analysis revealed that PSE is partially and indirectly related to CTE via the school climate at the school level. Based on these results, theoretical and practical implications for future research and teaching development efforts are discussed.
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Additional information about fundingThis work was supported by Finnish Ministry of Education and Culture under Grant number 35/529/2012.
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