A multilevel analysis of the relationship between teacher and collective efficacy in urban schools

By R. Goddard, Y. Goddard. 2001

498 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a658b9840cc1dad0abe45b025753c8f03cbcccf5

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Citations in the corpus

EFL teacher self-efficacy development in professional learning communities (2017, unknown): “…2010; Hung, 2010; Zambo& Zambo, 2008), teaching behavior (e.g., Chiang, 2014), teachers' perceptions of how empowered they are at their workplace (Baleghizadeh & Goldouz, 2016), and their students’ learning achievement (e.g., Bandura, 1997; Goddard & Goddard, 2001; Tschannen-Moran & Barr, 2004).”
An Exploration of the Relationship Among Teacher Efficacy, Collective Teacher Efficacy, and Goal Consensus (2004, result): “This finding is consistent with the findings of Goddard et al. (2000) and Goddard and Goddard (2001) .”
The case for reconceptualizing teacher efficacy research (2005, background): “The related construct of collective teacher efficacy (e.g., Goddard & Goddard, 2001) should be mentioned.”
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context (2010, background): “A group's collective confidence is influenced by its past success, observation of other groups’ successes, and encouragement from influential others ( Goddard & Goddard, 2001 ).”
Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy (2006, background): “…student achievement than schools with lower levels of collective teacher efficacy, independent of the effects of student socioeconomic status (Bandura, 1993; Goddard, 2001, 2002b; Goddard & Goddard, 2001; Goddard et al., 2000; Goddard, Hoy, & LoGerfo, 2003; Ross, Hogaboam-Gray, & Gray, 2003).”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “Goddard and Goddard (2001), using a sample of teachers in a large urban district, found that individual self-efficacy of the teachers varied systematically among 47 elementary schools in that district but that a sense of collective efficacy at the school level explained much of the variation among…”
School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, background): “This supports research showing collective efficacy predicts variation in teacher self-efficacy (Goddard and Goddard 2001).”
A Case Study of an Experienced English Teacher's Self-efficacy and Persistence through "Crisis" Situations: Theoretical and Practical Considerations (2002, unknown): “For teachers, forms of social persuasion can include the responses of their students (Mulholland & Wallace, 2001) and the sense of collective efficacy within the entire faculty (Goddard & Goddard, 2001).”
Proximate Sources of Collective Teacher Efficacy. (2006, background): “Empirical findings evolving out of this framework suggest that school climates with high collective efficacy beliefs among teachers partially depend on past, mastery experiences (Goddard et al., 2000; Goddard, 2001; Goddard and Goddard, 2001; Goddard et al., 2003; Hoy et al., 2003; Ross et al., 2003”
SCHOOL LEADERSHIP AND STUDENT ACHIEVEMENT: THE MEDIATING EFFECTS OF TEACHER BELIEFS (2006, background): “…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 & LoGerfo, 2004).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “Teachers’ self-efficacy positively influences their own behavior and motivation, and student achievement (Coladarci, 1992; Goddard & Goddard, 2001; Pintrich & Schunk, 2002; Skaalvik & Skaalvik, 2007; Tschannen-Moran & Johnson, 2011).”
Examination of Relationships between Instructional Leadership of School Principals and Self-Efficacy of Teachers and Collective Teacher Efficacy. (2012, unknown): “…2006), family involvement in education (Garcia, 2004; Hoover-Dempsey, Bassler, & Brissie, 1987), tendency to risk taking and innovation (Basım, Korkmazyürek, & Tokat, 2008; Ghaith & Yaghi, 1997; Ross, 1994), collective efficacy (Goddard & Goddard, 2001), and job stress (Betoret, 2009; Ross, 1994).”