Proximate Sources of Collective Teacher Efficacy.

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Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “Adams and Forsyth (2006) found that contextual factors like school structure, student SES, and grade level influenced the”
The Power of Collective Efficacy. (2018, background): “Models for collective efficacy in schools have been tested and refined, with researchers finding that as successes and support strengthen teachers' confidence in their teams, student achievement increases as well (Goddard, Hoy, & Woolfolk Hoy, 2004; Adams & Forsyth, 2006).”
The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy (2020, background): “…of staff development in their schools, they increase the percentage of staff with appropriate skills and, hence, the chances of teachers perceiving group-level mastery experiences and vicarious experiences as well as group competence (Adams and Forsyth, 2006; Goddard et al., 2000; Ma et al., 2017).”
Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, background): “Researchers particularly emphasize mastery experiences as the most powerful source of collective efficacy (Adams & Forsyth, 2006; Goddard et al., 2004).”