Toward an Organizational Model of Achievement in High Schools: The Significance of Collective Efficacy

By Wayne K. Hoy, S. R. Sweetland, P. Smith. 2002

335 citations recorded by the source corpus.

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Citations in the corpus

Predicting Teacher Commitment Using Principal and Teacher Efficacy Variables: An HLM Approach (2011, background): “Collective efficacy is an important variable and has been positively associated with schools’ performance in mathematics, even when controlling for socioeconomic status (Hoy et al., 2002).”
High School Accountability: The Role of Perceived Collective Efficacy (2004, background): “Importantly, the findings from several recent studies indicate that perceived collective efficacy is significantly related to the mathematics and reading achievement of elementary students, even when controlling for SES and other student demographics (Bandura, 1993; Goddard, 2001; Goddard et al., 20”
Organizational Learning Mechanisms: The Meaning, Measure, and Implications for School Improvement (2008, background): “More specifically, through collective information processing, faculty members can become more aware of their colleagues’ accomplishments and the success stories of other schools, which promotes personal and consequently collective beliefs in their capabilities to succeed (Hoy et al., 2002).”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “…of a collective efficacy measure using the same sample of 47 elementary schools, and three studies (Goddard and LoGerfo 2007; Goddard et al. 2004b; Hoy et al. 2002) reported different facets of a large-scale study in which teachers’ collective efficacy was found to explain a large proportion of…”
Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students (2006, background): “High collective efficacy seems to promote norms that give teachers confidence, help them to persist, and make them resilient when confronted with initial failure ( Hoy, Sweetland, & Smith, 2002a , b ).”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, methodology): “For instance, Hoy et al. (2002) showed that teachers’ collective efficacy was positively and strongly correlated with high school mathematics achievement (r = .65, p < .01, N = 97) when using school as the unit of analysis.”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “Faculty trust in both colleagues and the principal has been linked to school effectiveness (Hoy et al., 2002), positive school climate (Hoy, Hannum, & TschannenMoran, 1998), and student achievement (Louis et al., 2010), even when adjusted for student socioeconomic status and other demographic…”
School Characteristics That Make a Difference for the Achievement of All Students: A 40-Year Odyssey. (2012, background): “Organizational health: a new climate perspective Based on the theoretical foundations of Matthew Miles (1969) and Talcott Parsons et al.”
Learning leadership matters (2014, background): “…leaders, by exercising instructional and transformational leadership practices, have a positive but indirect influence on school and student outcomes (Hallinger and Heck, 1996; Hoy et al., 2002; Jacobson and Bezzina, 2008; Leithwood and Jantzi, 2008; Marzano et al., 2005; Robinson et al., 2008).”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “Nonetheless, prior research suggests that both CTE and teacher commitment have significant relationships with teacher effectiveness (Cooper, 2010; Ebmeier, 2003; Ross, 1992), school effectiveness (Cooper, 2010; Ponnusamy, 2010; Ruzicska, 1989) and student learning (Caprara et al., 2006; Dale and Phi”
Teaming Up: Linking Collaboration Networks, Collective Efficacy, and Student Achievement. (2012, methodology): “Following Ibarra (1993), we will refer to this network as the instrumental network.”
The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools (2010, background): “known to influence student achievement (Hoy et al., 2002).”