Evaluation of collective teacher efficacy from the perspective of four-frame leadership model

Abstract

Collective teacher efficacy, as an important factor for school effectiveness, can be improved by leader behaviors in schools. Unlike the sum of individual teachers' efforts, the concept of collective teacher efficacy points to a greater impact on student achievement when teachers unify their efficacies. Therefore, examining the leadership orientations that play a role in the development process of collective teacher efficacy was seen worth for study. In this context, the purpose of the study is to find out the relationships between teachers' perceptions about four-frame leadership orientations of principals and collective teacher efficacy. 452 primary school teachers participated in the study in which Leadership Orientation Scale and Collective Teacher Efficacy Scale were used. The teacher perceptions showed that leadership frames preferred by school principals are, respectively, structural, political, human resource and symbolic frame. It was also found that the collective teacher efficacy perceptions of teachers were influenced by seniority of teachers and settlement location of schools. Controlling for the variables of seniority and settlement location of school, all leadership frames were found to be predictors of the collective teacher efficacy. Accordingly, while the strongest predictor was the symbolic frame, the weakest predictor was the structural frame.