A Theoretical and Empirical Analysis of the Measurement of Collective Efficacy: The Development of a Short Form

By R. Goddard. 2002

295 citations recorded by the source corpus.

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Citations in the corpus

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “The most widely used measures of collective efficacy were variations of the 21-item measure created by Goddard et al. (2000) or the12-item short form revised by Goddard (2002).”
Teacher Stress: The Mediating Role of Collective Efficacy Beliefs (2010, background): “Earlier measures of TCE (eg, Goddard, 2002 ) provided important first steps in measuring collective efficacy, but were marred by conceptual confusion with the inclusion of items measuring teachers’ perceptions of how environmental factors influenced student performance (eg, “Homelife provides so ma”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “In coverage of selected themes (topics not explored include teachers’ collective efficacy beliefs [Goddard 2002]), the review aims to be reasonably comprehensive, in that broad tendencies in the literature are identified and discussed with examples provided.”
Exploring the essential psychological factors in fostering hope concerning climate change (2019, methodology): “The items were guided by Bandura’s Self-efficacy Theory (1997, 1995) and adapted from General Self-Efficacy Scale (Schwarzer and Jerusalem 1995) and Collective Efficacy Scale (Goddard 2002).”
Instructional Leadership Influence on Collective Teacher Efficacy to Improve School Achievement (2011, methodology): “Individual teachers then decided whether they would participate in the study and completed either the CES (Goddard, 2002) or PIMRS (Hallinger, n.”
Understanding the link between professional learning communities and teacher collective efficacy (2017, methodology): “Interestingly, some studies showed that teacher efficacy was predictive of enhanced teacher collaboration (Goddard & Skrla, 2006; Gray & Summers, 2015; Rosenholtz, 1989), while others indicated that the presence of PLC or a collaborative culture predicted enhanced teacher efficacy (Goddard et al., 2”
School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, background): “Collective efficacy is also associated with task performance and student achievement and it can impact teachers’ self-perceptions (Goddard 2002; Goddard and Goddard 2001).”
An Exploration of the Relationship Among Teacher Efficacy, Collective Teacher Efficacy, and Goal Consensus (2004, methodology): “(Since this study was conducted, Goddard (2002) has developed a short form of the CTEI containing 12 items.) The instrument is a six-point Likert scale that ranges from a low of one for Strongly Disagree to a high of six for Strongly Agree.”
Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy (2006, methodology): “The leadership-efficacy relationship matters because of the well-established connection between collective teacher efficacy and student achievement (Bandura, 1993; Goddard, 2001, 2002b; Goddard & Goddard, 2001; Goddard et al., 2000, 2003; Ross et al., 2003; Smith, Hoy, & Sweetland, 2002).”
Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy (2004, background): “Although previous research has found that collective teacher efficacy is influenced by prior achievement (Bandura, 1993; Goddard, 2001) and is associated with some school processes (Goddard, 2002), the independent 168 JOHN A.”
The Influence of School Social Composition on Teachers’ Collective Efficacy Beliefs (2006, methodology): “Consistent with previous research (Goddard, 2001, 2002b; Goddard et al., 2000), the scores on the Collective Efficacy Belief Scale were submitted to a principal axis factor analysis.”