The roles of collective efficacy of teachers and fiscal efficiency in student achievement

Abstract

Purpose

Public schools in the USA face increased pressures for more accountability and improved performance. The objective of this study was to wed two previously separated theoretical strands of educational research – economic theory and organizational theory – by using variables from each theory base to develop, compare, and test a series of explanatory models of student achievement.

Design/methodology/approach

A diverse set of schools was provided by 146 elementary schools in Ohio. Teachers in sample schools provided data on the collective efficacy of their schools and the Ohio Department of Education supplied demographic and achievement data. An ex post facto design was used to test a theoretical set of hypotheses and several structural models. Data were collected from the teachers in each school during regularly scheduled faculty meetings and analyzed using correlation analysis and structural equation modeling.

Findings

Collective efficacy of teachers in these elementary schools had a positive direct effect on student reading and mathematics achievement, even when controlling for SES and prior achievement; however, school efficiency was unrelated to both collective efficacy of teachers and student achievement.

Originality/value

This study weds two previously separated theoretical strands of educational research – economic theory and organizational theory – by using variables from each theory base to develop, compare, and test a series of explanatory models of student achievement.

Citation

Cybulski, T.G., Hoy, W.K. and Sweetland, S.R. (2005), "The roles of collective efficacy of teachers and fiscal efficiency in student achievement", Journal of Educational Administration, Vol. 43 No. 5, pp. 439-461. https://doi.org/10.1108/09578230510615224