High School Accountability: The Role of Perceived Collective Efficacy

By R. Goddard, Laura F. LoGerfo, Wayne K. Hoy. 2004

222 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4435cb310d4ea325bd48bf7e884036e17170f1b4

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In Education

Citations in the corpus

The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools (2010, background): “It also makes an independent contribution to specific learning tasks ( Goddard, Logerfo, & Hoy, 2004 ).”
Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, methodology): “Moreover, the instructional methods and techniques used by teachers with strong self-efficacy beliefs are better planned, student-centered and based on humanist ideals (Goddard et al., 2004a).”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “Previous reviews and critiques have highlighted key issues that need attention in order for teacher efficacy research to attain maturity (e.g., Goddard et al. 2004; Henson 2002; Wheatley 2005), but the impact these R. M. Klassen (*) : V. M. C. Tze : S. M. Betts : K. A. Gordon Department of…”
Academic Optimism of Schools: A Force for Student Achievement (2006, background): “In a similar vein, Goddard, LoGerfo, and Hoy (2004) tested a more comprehensive model of perceived collective efficacy and student achievement.”
SCHOOL LEADERSHIP AND STUDENT ACHIEVEMENT: THE MEDIATING EFFECTS OF TEACHER BELIEFS (2006, background): “Goddard, LoGerfo, and Hoy (2004) found that schools with high SES had higher collective teacher efficacy.”
Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students (2006, background): “Goddard, LoGerfo, and Hoy (2004) also found that performance on high school achievement tests in five subjects was significantly correlated with collective efficacy, even after accounting for socioeconomic status, minority enrollment, and prior achievement.”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “Yet, a strong sense of school group capacity has positive effects on student achievement, particularly for children at risk (Goddard, Hoy, & Woolfolk Hoy, 2000; Goddard et al., 2004; Ross, 1995, 1998; Tschannen-Moran & Barr, 2004; Woolfolk Hoy & Davis, 2005).”
The Influence of School Social Composition on Teachers’ Collective Efficacy Beliefs (2006, background): “This indicates to us that, although other researchers (Bandura, 1993; Goddard et al., 2004) have found a positive relationship between collective efficacy and the SES of a student body, this does not always have to be the case.”
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning (2015, result): “Our findings also indicate that, consistent with prior research (Bandura 1993; Goddard et al. 2000, 2004), perceived collective efficacy is a significant positive predictor of differences among schools in student achievement.”