Moderating the collective and self‐efficacy relationship

Smadar Lev (Department of Psychology, Bar‐Ilan University, Ramat Gan, Israel)
Meni Koslowsky (Department of Psychology, Bar‐Ilan University, Ramat Gan, Israel)

Journal of Educational Administration

ISSN: 0957-8234

Publication date: 3 July 2009



This purpose of this study is to examine the relationship between teacher collective efficacy and three components of teacher self‐efficacy – instructional, social, and management. In addition, teacher role and school level are suggested as moderators.


The study design examined the relationship between teacher collective efficacy and self‐efficacy over time. Data were collected from 97 junior and senior high school teachers.


The study finds that collective efficacy was positively associated with self‐efficacy, with teacher role moderating the association of two components of self‐efficacy: social and management. Also, managerial staff members showed higher levels of self‐efficacy.

Research limitations/implications

It is possible that high school teachers and junior high are not easily distinguished. Also, the ns may not have been large enough to detect significant group differences. Furthermore, given that all scales were self‐report measures, common method variance may have affected the findings.


The present study demonstrates the significant association between collective efficacy and self‐efficacy. Moreover, role in the organization moderates the association between collective and self‐efficacy.



Lev, S. and Koslowsky, M. (2009), "Moderating the collective and self‐efficacy relationship", Journal of Educational Administration, Vol. 47 No. 4, pp. 452-462.

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