The authors wish to dedicate this article to the memory of their friend and colleague Dr. Paul Pintrich of the University of Michigan. This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each having unique effects on educational decisions and student achievement. Our purpose is to advance awareness about perceived collective efficacy and develop a conceptual model to explain the formation and influence of perceived collective efficacy in schools. We also examine the relevance of efficacy beliefs to teachers ’ professional work and outline future research possibilities. Over a quarter century ago, Albert Bandura (1977) introduced the concept of self-efficacy perceptions or “beliefs in one’s capacity to organize and execute the courses of action required to produce given attainments ” (Bandura, 1997, p. 3). Since that time, research in many arenas has demonstrated the power of efficacy judgments in human learning, performance, and motivation. For example, efficacy beliefs are related to smoking cessation, adherence to exercise and diet programs, performance in sports, political participation, and academic achievement (Bandura, 1997). The last arena is of particular importance to educators. In the past two decades, researchers have found links between student achievement and three kinds of efficacy beliefs—the self-efficacy judgments of students (cf. Pajares, 1994, 1997), teachers ’ beliefs in their own instructional efficacy (cf. Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998), and teachers ’ beliefs about the collective efficacy of their school (Goddard, Hoy, & Woolfolk Hoy, 2000). Of the three, perceived collective efficacy is the most recent construct developed and has received the least attention from educational researchers. The purpose of this inquiry is to advance awareness about collective efficacy beliefs and de-

This paper addresses the issue of school improvement by looking to research on both the variables that should be the focus of school improvement efforts as well as factors that make it more likely that the organization will actually implement research findings. Issues of transformational leadership, instructional leadership, and high functioning teams are addressed; Hattie’s (2009) review of over 800 meta-analyses of variables related to school achievement is the primary source of identifying classroom and school variables that can be addressed by educators. As developed nations move out of the industrial age into the information/conceptual age, there is an ongoing debate about how to best prepare children and youth for adult success in the twenty-first century (Huitt, 1999b, 2007). While there is a consensus that schools should play a major role in this process, there is less agreement about exactly what that role should be. Some believe that the primary focus of schools should be academic preparation of students (Hirsch, 1987, 1996; Tienken, & Wilson, 2001), that classroom teachers are primarily responsible for student academic achievement (Darling-Hammond, 2000), and schools should efficiently and effectively organize themselves towards that task (Engelmann & Carnine, 1991). These efforts

The opinions expressed in this paper are the sole responsibility of the author and do not necessarily reflect those of the OECD or of the governments of its Member countries.

Dedicated to the memory of

worked briefly as a school psychologist in Texas, and then joined the faculty

Abstract not found

effectiveness through teachers’ professional development The TALIS survey provides information on the form, content and contextual conditions of teacher professional development in 24 countries. In addition, it gives information on teachers ’ characteristics,

Financial support for this research was provided by a generous grant from the Wallace Foundation. The findings, conclusions and recommendations herein are those of the authors and do not represent the official positions or policies of the funder or of the educational institutions of the researchers. Copyright ©2010 by the University of Minnesota. ® All rights reserved. About the Organizations The Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota links empirical research to real-world applications for educational leaders in Minnesota and across the United States. To do so, CAREI conducts comprehensive studies that provide information about challenges confronting schools and practices leading to educational improvement. For information on our technical reports and resources, please visit our Web site: www.cehd.umn.edu/CAREI/ The Ontario Institute for Studies in Education at the University of Toronto (OISE/UT) is the largest professional school of education in Canada and among the largest in the world. It offers initial teacher education, continuing education, and graduate programs, all sustained by faculty who are involved in research across the spectrum of issues connected with learning. Please visit our Web site for more information: www.oise.utoronto.ca

II. BACKGROUND PAPER 5

Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study teacher efficacy. We review many of the major measures that have been used to capture the construct, noting problems that have arisen with each. We then propose a promising new measure of teacher efficacy along with validity and reliability data from three separate studies. Finally, new directions for research made possible by this instrument