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Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits

Bethany R. Mather (Farmington River Regional School District, Otis, Massachusetts, USA) (Westfield State University, Westfield, Massachusetts, USA)
Jeremy D. Visone (Central Connecticut State University, New Britain, Connecticut, USA)

Journal of Professional Capital and Community

ISSN: 2056-9548

Article publication date: 19 January 2024

Issue publication date: 24 April 2024




This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?


Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.


Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.

Practical implications

Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.


Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.



Mather, B.R. and Visone, J.D. (2024), "Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits", Journal of Professional Capital and Community, Vol. 9 No. 2, pp. 85-104.



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