Moderating the collective and self‐efficacy relationship

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Citation

Lev, S. and Koslowsky, M. (2009), "Moderating the collective and self‐efficacy relationship", Journal of Educational Administration, Vol. 47 No. 4, pp. 452-462. https://doi.org/10.1108/09578230910967437