Development and Implementation of a Collective Teacher Efficacy Scale Among Elementary School Homeroom Teachers

Abstract

Collective teacher efficacy has been a prominent research topic in the field of educational effectiveness. Improving the quality of scales measuring collective teacher efficacy is imperative. The aims of this study were to revise a self-report Collective Teacher Efficacy Scale (CTES), and investigate the relationship between collective teacher efficacy and teacher self-efficacy among elementary school homeroom teachers in Taiwan. A nationally representative sample of 758 elementary school homeroom teachers from 57 schools was recruited for the study. First, the structural equation modeling results revealed that the CTES, which contains questions about teachers' perceptions of student discipline and instructional strategies, is a reliable and valid measure. Second, elementary school homeroom teachers perceived themselves to have positive teacher self-efficacy and positive collective teacher efficacy in their schools. Finally, collective teacher efficacy was positively correlated with teacher self-efficacy. Discussion of the results and recommendations for future research were also provided.