Collective efficacy : A neglected construct in the study of schools and student achievement

By R. Goddard. 2001

468 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/356a7a26d6aefbced5ffcab166ba5543c32a7252

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Robert M. Klassen
2. John A. Ross
3. Wayne K. Hoy
4. E. Usher
5. P. Gray
6. M. Bong
7. Alan J. Daly
8. N. Moolenaar

In Education

1. Robert M. Klassen
2. John A. Ross
3. Wayne K. Hoy
4. E. Usher
5. P. Gray
6. A. W. Hoy
7. Virginia M. C. Tze
8. S. Betts

Citations in the corpus

• The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools (2010, background): “Indeed, Goddard and Goddard (2001) have found teacher self-efficacy to vary among elementary schools and that teacher collective efficacy explains these significant school-level differences.”
• Teaming Up: Linking Collaboration Networks, Collective Efficacy, and Student Achievement. (2012, result): “These findings are the first to partly replicate earlier studies that have been conducted in the United States (Bandura, 1993; Goddard, 2001; 2002; Goddard & Goddard, 2001; Goddard et al., 2000, 2004; Ross et al., 2001; Tschannen-Moran & Barr, 2004) in a Dutch educational setting.”
• Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study (2012, background): “It also makes an independent contribution to specific learning tasks (Chong et al., 2010; Goddard, 2001; Goddard, Logerfo, & Hoy, 2004).”
• Efficacy Beliefs of Special Educators: The Relationships Among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction (2010, background): “Later, in a study of 91 elementary schools in a large urban area, a positive relationship between collective efficacy and student achievement was also established (Goddard, 2001).”
• Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “Goddard et al. (2004a, b); Henson (2002), and Wheatley (2005) have all authored critiques of teacher efficacy research based on perceived shortcomings in the field and have provided thoughtful guidance for researchers.”
• Collective Efficacy Beliefs:Theoretical Developments, Empirical Evidence, and Future Directions (2004, background): “Goddard (2001) measured a school’s sense of collective efficacy as an aggregate of teachers’ group-referent efficacy perceptions and also as the degree of agreement around the mean (variance measures were employed to estimate the amount of within-school variability among faculty perceptions of…”
• Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context (2010, background): “Unfortunately, these collective efficacy beliefs have not been adequately studied, prompting one 466 KLASSEN, USHER, AND BONG researcher to label them a “neglected construct” in educational research (Goddard, 2001, p. 467).”
• SCHOOL LEADERSHIP AND STUDENT ACHIEVEMENT: THE MEDIATING EFFECTS OF TEACHER BELIEFS (2006, background): “Previous research has found a direct link between collective teacher efficacy and achievement, after controlling for demographic variables like SES, race, urbanicity, and others (Bandura, 1993; Goddard, 2001; Goddard & Goddard, 2001; Goddard et al., 2000; Goddard, Hoy, &Woolfolk Hoy, 2004; Goddard &”
• Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “climate, teacher commitment, creative problem solving and participation in decisionmaking processes (Al-Mahdy et al., 2018; Bandura, 1993; Goddard, 2001; Leithwood et al., 2010; Lim & Eo, 2014; Ninković & Knežević Florić, 2016).”
• The Influence of School Social Composition on Teachers’ Collective Efficacy Beliefs (2006, background): “Interest in perceived collective efficacy as a school characteristic has grown based on the results of initial studies that indicate schools characterized by higher levels of perceived collective efficacy have systematically higher levels of student achievement (Bandura, 1993; Goddard, 2001; Goddard”
• High School Accountability: The Role of Perceived Collective Efficacy (2004, background): “Indeed, Goddard (2001) demonstrated that a large portion of the variation in ROGER D. GODDARD et al. 405 collective efficacy among schools is explained by past school mastery experience, even after controlling for school demographic characteristics such as socioeconomic status (SES) and minority…”