Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement

By Megan Tschannen-Moran, M. Barr. 2004

564 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ec096a3bb4f3124d7741eb032a32f20b8800926d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Testing a Conception of How School Leadership Influences Student Learning (2010, background): “High-CTE schools also are associated with lower suspension and dropout rates as well as greater school orderliness (Tschannen-Moran & Barr, 2004).”
The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools (2010, background): “The Teacher Collective Efficacy Scale (TCE; TschannenMoran & Barr, 2004) is a 12-item measure that assessed teachers’ perceptions of their colleagues’ capabilities to influence student learning and is hypothesized to be represented by two factors—collective efficacy for IS, and collective efficacy f”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, unknown): “…self-efficacy, and achievement (Anderson et al., 1988; Armor et al., 1976; Ashton & Webb, 1986; Caprara et al., 2006; Goddard et al., 2000; Kim & Seo, 2018; Klassen & Tze, 2014; Midgley et al., 1989; Mojavezi & Tamiz, 2012; Moore & Esselman, 1992; Ross, 1992; Tschannen-Moran & Barr, 2004).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, methodology): “The scale was developed by Tschannen-Moran and Barr (2004) and translated and adapted into Turkish by Erdoğan and Dönmez (2015).”
Academic optimism and community engagement in urban schools (2011, background): “Collective teacher efficacy, the cognitive aspect of academic optimism, is a school property that represents the judgment of teachers regarding the extent to which they as a whole can support student learning, regardless of student family and community factors ( Tschannen-Moran and Barr, 2004”
Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness (2021, background): “…success are strong predictors of students’ self-efficacy, motivation, and academic performance (Cannon & Scharmann, 1996; Muijs & Reynolds, 2015; Podell & Soodak, 1993; Ross, 1992; Ross et al., 2001; Rutherford et al., 2017; Shahzad & Naureen, 2017; Tschannen-Moran & Barr, 2004; Yoon et al., 2012).”
Teacher Stress: The Mediating Role of Collective Efficacy Beliefs (2010, methodology): “Although recent research has confirmed the relationship between TCE and pupil achievement (e.g., Tschannen-Moran & Barr, 2004), no studies to date have explored how TCE might influence teachers’ job stress.”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, methodology): “Correlations between measures of CTE and student learning range from .38 to .99, with an average r being .69 (e.g., Barr, 2002; Garcia, 2004; Hoy, Sweetland, & Smith, 2002; Hylemon, 2006; Tschannen-Moran & Barr, 2004).”
School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, background): “The 12-item Collective Teacher Belief Scale (Tschannen-Moran and Barr 2004) measured teachers’ collective efficacy beliefs.”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “In a study of 66 middle schools in Virginia, Tschannen-Moran and Barr (2004) found that collective efficacy accounted for 18%, 28%, and 14% of the variance in middle school math, writing, and English scores, respectively, although the variance was reduced after accounting for school SES.”
Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “…have been linked to their instructional quality (Holzberger, Philipp, & Kunter, 2013); job satisfaction and emotions (Stephanou, Gkavras, & Doulkeridou, 2013); and a range of desirable student academic, psychological, and social outcomes (e.g., Tschannen-Moran & Barr, 2004; Sosa & Gomez, 2012).”