Teacher and collective efficacy beliefs as predictors of professional commitment

Abstract

The authors sought to determine whether teacher and collective efficacy beliefs predict commitment to the teaching profession. The participants were 26,257 teachers and 6,711 principals who responded to the public school teacher and principal questionnaires of the 1999-2000 Schools and Staffing Survey (U.S. Department of Education, 2005). The authors developed 2 teacher efficacy scales, a collective teacher efficacy scale, and a teacher professional commitment scale. The scales showed sufficient construct validity and reliability. Findings supported the hypotheses that the scales would significantly predict teacher professional commitment. Given the teacher turnover rate, the present findings are significant for retaining teachers in the profession. Educational implications are discussed. Copyright © 2007 Heldref Publications.