Instructional Leadership Influence on Collective Teacher Efficacy to Improve School Achievement

By S. Fancera, J. Bliss. 2011

107 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c2a9bf422c09e5ecfcc8b134adaaef06bd6dd3a6

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In Education

Citations in the corpus

Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, result): “The finding of significant indirect effects of principals’ leadership on teacher learning reinforces similar results reported by scholars on instructional leadership (Liu and Hallinger 2018; Fancera and Bliss 2011) and transformational leadership (Thoonen et al. 2012).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “It is noted that school principals promoting collaboration among teachers improve collective teacher efficacy at schools (Fancera & Bliss, 2011; Mosoge, Challens, & Xaba, 2018; Tschannen-Moran & Barr, 2004).”
Systematic Review of Key Leader Practices Found to Influence Student Achievement (2016, background): “By focusing on fostering collaboration and continual inquiry, transformational leaders seek to shape a positive organizational culture and cultivate the type of collective efficacy referenced by Francera and Bliss (2011).”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “These findings also imply that the instructional leadership behaviors measured by the PIMRS represent a ‘means by which principals demonstrate their efficacy beliefs to teachers’.”
The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy (2020, background): “…development activities and teachers’ collective efficacy (Çalik et al., 2012; Hallinger et al., 2018; Qadach et al., 2019), other studies from the United States and Serbia have found no relationship between these characteristics (Fancerra and Bliss, 2011; Ninković and Knežević-Florić, 2018).”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, methodology): “Several studies have also used the PIMRS to explore this relationship (e.g., Dale & Phillips, 2011; Fancera & Bliss, 2011; Fromm, 2017; Hallinger, Hosseingholizadeh, et al., 2017; Horton, 2013; Rew, 2013; Salazar, 2014).”