Learning Environments Research

, Volume 7, Issue 2, pp 111–128 | Cite as

An Exploration of the Relationship Among Teacher Efficacy, Collective Teacher Efficacy, and Goal Consensus

  • Terri Barber Kurz
  • Stephanie L. Knight


This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision. Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision. Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision are related, changing one could have an impact on the others.

collective teacher efficacy goal consensus organizational coupling secondary schools shared vision teacher efficacy 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95.Google Scholar
  2. Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34, 148–165.Google Scholar
  3. Ashton, P. T., & Webb, R. B. (1982, March). Teachers' sense of efficacy: Toward an ecological model. Paper presented at the annual meeting of the American Educational Research Association, New York.Google Scholar
  4. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement.New York: Longman.Google Scholar
  5. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148.CrossRefGoogle Scholar
  6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.Google Scholar
  7. Bidwell, C. E. (1965). The school as a formal organization. In J. G. March (Ed.), Handbook of organizations (pp. 972–1019). Chicago: Rand McNally.Google Scholar
  8. Brookover,W., Beady, C., Flood, P., Schweitzer, J., & Wisenbaker, J. (1979). School social systems and student achievement: Schools can make a difference. New York: Bergin.Google Scholar
  9. Chester, M., & Beaudin, B. Q. (1996). Efficacy beliefs of newly hired teachers in urban schools. American Educational Research Journal, 33, 233–257.CrossRefGoogle Scholar
  10. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
  11. Coladarci, T., & Breton, W. (1997). Teacher efficacy, supervision, and the special education resource-room teacher. Journal of Educational Research, 90, 230–239.Google Scholar
  12. Creemers, B., & Reezigt, G. J. (1999). The concept of vision in educational effectiveness theory and research. Leaning Environments Research, 2, 107–135.CrossRefGoogle Scholar
  13. Fennell, H. A. (1994). Organizational linkages: Expanding the existing metaphor. Journal of Educational Administration, 32, 23–33.CrossRefGoogle Scholar
  14. Firestone, W. A., & Herriott, R. E. (1982). Two images of schools as organizations: An explication and illustrative empirical test. Educational Administration Quarterly, 18, 30–59.Google Scholar
  15. Fuller, B., & Izu, J. A. (1986). Explaining school cohesion: What shapes the organizational beliefs of teachers? American Journal of Education, 94, 501–535.CrossRefGoogle Scholar
  16. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.CrossRefGoogle Scholar
  17. Goddard, R. D. (2002).A theoretical and empirical analysis of the measurement of collective efficacy: The development of a short form. Educational and Psychological Measurement, 62, 97–110.CrossRefGoogle Scholar
  18. Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807–818.CrossRefGoogle Scholar
  19. Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479–507.CrossRefGoogle Scholar
  20. Guskey, T. R., & Passaro, P. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627–643.CrossRefGoogle Scholar
  21. Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356–372.CrossRefGoogle Scholar
  22. Ingersoll, R. M. (1994). Organizational control in secondary schools. Harvard Educational Review, 64, 150–172.Google Scholar
  23. Kenny, D. A., & LaVoie, L. (1985). Separating individual and group effects. Journal of Personality and Social Psychology, 48, 339–348.CrossRefGoogle Scholar
  24. Levine, J. M., & Moreland, R. L. (1991). Culture and socialization in work groups. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 257–279). Washington, DC: American Psychological Association.Google Scholar
  25. Logan, C. S. (1990). An exploration of the “paradoxical” view of coupling structure and school effectiveness. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge (University Microfilms No. UMI 9112248).Google Scholar
  26. Logan, C. S., Ellett, C. D., & Licata, J. W. (1993). Structural coupling, robustness and effectiveness of schools. Journal of Educational Administration, 31, 19–32.Google Scholar
  27. Meyer, J. W., & Rowan, B. (1978). The structure of educational organizations. In M. W. Meyer (Ed.), Environments and organizations (pp. 78–109). San Francisco: Jossey-Bass.Google Scholar
  28. Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Change in teacher efficacy and student self-and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247–258.CrossRefGoogle Scholar
  29. Newmann, F. M., Rutter, R. A., & Smith, M. S. (1989). Organizational factors that affect school sense of efficacy, community, and expectations. Sociology of Education, 62, 221–238.CrossRefGoogle Scholar
  30. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1–49). Greenwich, CT: JAI Press.Google Scholar
  31. Parker, L. E. (1994).Working together: Perceived self-and collective-efficacy at the workplace. Journal of Applied Social Psychology, 24, 43–59.Google Scholar
  32. Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150–167.CrossRefGoogle Scholar
  33. Riggs, I., & Enochs, L. (1990). Toward the development of an elementary teacher's science teaching efficacy belief instrument. Science Education, 74, 625–638.Google Scholar
  34. Rosenholtz, S. J. (1991). Teachers' workplace: The social organization of schools. New York: Teachers College Press.Google Scholar
  35. Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17, 51–65.Google Scholar
  36. Soodak, L., & Podell, D. (1993). Teacher efficacy and student problem as factors in special education referral. Journal of Special Education, 27, 66–81.CrossRefGoogle Scholar
  37. Texas Education Agency. (n.d.). 2000-2001Academic Excellence Indicator System (AEIS) Reports. Retrieved July 25, 2002, from aeis/2001/index.htmlGoogle Scholar
  38. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.CrossRefGoogle Scholar
  39. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.CrossRefGoogle Scholar
  40. Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1–19.CrossRefGoogle Scholar
  41. Woolfolk, A. E., & Hoy, W. K. (1990). }Prospective teachers' sense of efficacy and beliefs about control}. Journal of Educational Psychology, 82, 81–91.CrossRefGoogle Scholar
  42. Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148.CrossRefGoogle Scholar
  43. Zaccaro, S. J., Blair, V., Peterson, C., & Zazanis, M. (1995). Collective efficacy. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 305–328). New York: Plenum Press.Google Scholar
  44. Zeichner, K. M., & Gore, J. (1990). Teacher socialization. InW. R. Houston (Ed.), Handbook of research on teacher education (pp. 329–348). New York: Macmillan.Google Scholar

Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  • Terri Barber Kurz
    • 1
  • Stephanie L. Knight
    • 2
  1. 1.350 Allen Hall, Mississippi State University, Mississippi StateUSA
  2. 2.706 Harrington, Texas A&M UniversityUSA

Personalised recommendations