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Article
Publication date: 1 October 2006

Chen Schechter and Megan Tschannen‐Moran

This study explores the notion of collective teacher efficacy, a characteristic of schools that has emerged as a significant factor in school productivity. More specifically, this…

2303

Abstract

Purpose

This study explores the notion of collective teacher efficacy, a characteristic of schools that has emerged as a significant factor in school productivity. More specifically, this paper examines the construct validity and reliability of the Israeli Collective Teacher Efficacy Scale and explores variables that may influence teachers' sense of collective efficacy.

Design/methodology/approach

A sample of teacher respondents from 66 elementary schools (876 teachers) in Israel's central school district was used.

Findings

A comparison of the English (USA) version and the Hebrew (Israel) version of the Collective Teacher Sense of Efficacy Scale revealed marked similarities, supporting the constitutive meaning of this construct and the construct validity of its subscales. In the Israeli sample, urban school teachers tended to have a higher sense of collective efficacy than suburban school teachers. Teachers' collective sense of efficacy was unrelated to the demographic variables examined, including the workload of teachers, the longevity of teachers in that particular school setting, and the average number of years of teaching experience of a faculty.

Research limitations/implications

The focus of this study was elementary schools, and it may be that a larger study across school levels would have revealed difference across them that play a significant role in shaping teachers' sense of collective efficacy.

Originality/value

The study strengthens the construct validity of the teachers' sense of collective efficacy scale and adds an international perspective to the small but growing body of research on teachers' collective sense of efficacy, which has been found to be significantly related to student achievement.

Details

International Journal of Educational Management, vol. 20 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 22 August 2023

Carlos M. Rodriguez

This study examines the motivational processes of charged behavior and collective efficacy driving interdependence and agency in new product development (NPD) teams and the…

Abstract

Purpose

This study examines the motivational processes of charged behavior and collective efficacy driving interdependence and agency in new product development (NPD) teams and the moderating impact of team risk-taking propensity as affective, cognitive and behavioral social processes support team innovation.

Design/methodology/approach

Data were collected from 92 NPD teams engaged in B2C and B2B product and service development. Mediating and moderating effects are examined using partial least squares structural equation modeling, referencing social cognitive and collective agency theories as the research framework.

Findings

The analysis validates collective self-efficacy and charged behavior as interdependent motivational–affective processes that align cognitive resources and govern team effort toward innovativeness. Teams' risk-taking propensity regulates behavior, and collective efficacy facilitates self-regulated motivational engagement. Charged behavior cultivates the emotional contagion, team identification, cohesion and adaptation required for team functioning. Team potency fosters cohesiveness, while team learning improves adaptability along the innovation journey. The resulting theory asserts that motivational drivers enhance the interplay between cognitive and behavioral processes.

Practical implications

Managers should consider NPD teams as social systems with a capacity for collective agency nurtured through interdependence, which requires collective efficacy and shared competencies to generate motivational purpose and innovativeness. Managers must remain mindful of teams' risk tolerance as regulating the impact of motivational factors on innovativeness.

Originality/value

This study contributes to research on the motivational–affective drivers of NPD charged behavior and collective efficacy as complementary to cognitive and behavioral processes sustaining team innovativeness.

Details

European Journal of Innovation Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1460-1060

Keywords

Article
Publication date: 30 June 2023

Lei Mee Thien, Igusti Ngurah Darmawan and Donnie Adams

This study aims to investigate the direct and indirect relationships among principal instructional leadership, collective teacher efficacy, and teacher commitment using multilevel…

Abstract

Purpose

This study aims to investigate the direct and indirect relationships among principal instructional leadership, collective teacher efficacy, and teacher commitment using multilevel analysis.

Design/methodology/approach

This study employed quantitative cross-sectional research design. Data were collected from 1,328 teachers selected from 71 Malaysian primary schools.

Findings

The direct relationship between instructional leadership and teacher commitment was significant at the school level. Similarly, instructional leadership exhibits a significant direct effect on collective teacher efficacy. Collective teacher efficacy also has a significant direct effect on teacher commitment. The results also indicate a significant indirect effect at school level between instructional leadership and teacher commitment through collective teacher efficacy.

Research limitations/implications

The multilevel analysis among instructional leadership, collective teacher efficacy, and teacher commitment warrant further investigations with larger sample sizes at both group and individual levels.

Originality/value

This study supplements previous findings by contributing more rigorous empirical evidence using multilevel analysis. The findings extend current knowledge in the principal instructional leadership literature in the context of a Southeast Asian country.

Details

International Journal of Educational Management, vol. 37 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 10 March 2023

Jiandong Lu, Xiaolei Wang, Liguo Fei, Guo Chen and Yuqiang Feng

During the coronavirus disease 2019 (COVID-19) pandemic, ubiquitous social media has become a primary channel for information dissemination, social interactions and recreational…

Abstract

Purpose

During the coronavirus disease 2019 (COVID-19) pandemic, ubiquitous social media has become a primary channel for information dissemination, social interactions and recreational activities. However, it remains unclear how social media usage influences nonpharmaceutical preventive behavior of individuals in response to the pandemic. This paper aims to explore the impacts of social media on COVID-19 preventive behaviors based on the theoretical lens of empowerment.

Design/methodology/approach

In this paper, survey data has been collected from 739 social media users in China to conduct structural equation modeling (SEM) analysis.

Findings

The results indicate that social media empowers individuals in terms of knowledge seeking, knowledge sharing, socializing and entertainment to promote preventive behaviors at the individual level by increasing each person's perception of collective efficacy and social cohesion. Meanwhile, social cohesion negatively impacts the relationship between collective efficacy and individual preventive behavior.

Originality/value

This study provides insights regarding the role of social media in crisis response and examines the role of collective beliefs in the influencing mechanism of social media. The results presented herein can be used to guide government agencies seeking to control the COVID-19 pandemic.

Details

Information Technology & People, vol. 37 no. 2
Type: Research Article
ISSN: 0959-3845

Keywords

Article
Publication date: 20 June 2008

Ad de Jong, Martin Wetzels and Ko de Ruyter

The purpose of this paper is to investigate the linkage between self‐managing team (SMT) member perceptions of collective efficacy and customer‐perceived service quality, and the…

2221

Abstract

Purpose

The purpose of this paper is to investigate the linkage between self‐managing team (SMT) member perceptions of collective efficacy and customer‐perceived service quality, and the most cost‐efficient way to reliably assess collective efficacy and customer‐perceived service quality, using generalizability theory (G‐theory).

Design/methodology/approach

Longitudinal design; employee and customer survey data from 52 teams of a major financial services institution were collected at two points in time.

Findings

First of all, results of OLS regression analysis show a positive effect of collective efficacy on customer‐perceived service quality. In addition, taking a G‐theory approach, the results indicate that collective efficacy possesses a higher psychometric quality than customer‐perceived service quality and that the costs of reliably comparing SMTs on collective efficacy are considerably lower compared to customer‐perceived service quality. Finally, for both constructs, the results reveal subtle but relevant differences in psychometric quality and costs of data collection across different types of service (routine versus non‐routine) settings.

Practical implications

To begin with, as a linkage construct, collective efficacy provides managers a mechanism for team intervention by means of task‐focused team building, role‐play exercises, and using feedback to increase service employee confidence. Secondly, when deciding to use survey data as one means to compare performance of organizational units, managers should first determine to what extent the distinct measurement design facets (e.g. items, persons, and occasions) account for variance in measures and sample correspondingly to save money on data collection. In doing so, they should explicitly take into account the type of service context and type of respondent.

Originality/value

This study identifies collective efficacy and customer‐perceived service quality as a set of service SMT performance measures that meaningfully connects employee and customer perceptions at the group level. Secondly, a G‐theory approach was used to assess the psychometric quality of these two measures and how data collection costs can be minimized to achieve a desired level of generalizability.

Details

International Journal of Service Industry Management, vol. 19 no. 3
Type: Research Article
ISSN: 0956-4233

Keywords

Article
Publication date: 24 January 2020

Nitza Schwabsky, Ufuk Erdogan and Megan Tschannen-Moran

The purpose of this paper is to examine the role of collective teacher efficacy, academic press and faculty trust, all of which are components of academic optimism (AO), in…

Abstract

Purpose

The purpose of this paper is to examine the role of collective teacher efficacy, academic press and faculty trust, all of which are components of academic optimism (AO), in predicting school innovation. In addition, the authors explored the extent to which faculty trust mediates the association between collective teacher efficacy and academic press with school innovation.

Design/methodology/approach

In all, 1,009 teachers from 79 schools in Northern Israel completed anonymous questionnaires about AO and innovation. Aggregation, descriptive statistics, bivariate correlation analyses and mediation analysis were performed to analyze the data.

Findings

Results showed that the components of AO, i.e., collective teacher efficacy, academic press and trust, were positively correlated to school innovation, and that trust mediated the relationship between collective teacher efficacy and school innovation. The study results confirmed that AO holds a significant predictive value in school innovation and highlights the importance of trust in supporting innovation.

Practical implications

As school leaders are challenged to foster innovative new practices in their schools, the findings suggest that they will need to know how to cultivate collective teacher efficacy, academic press and faculty trust.

Originality/value

This is the first study to examine the role of the components of AO in predicting innovation. By using a robust sample, the authors were able to examine the proposed school-level model with respect to the factors that affect school innovation. Originality also lies in the organizational approach to educational innovation in relation to faculty’s beliefs and behaviors.

Details

Journal of Educational Administration, vol. 58 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 5 June 2017

Rui-Hsin Kao

Border management, barring illegal foreign workers, and immigrant counseling are three major functions of the National Immigration Agency (NIA) of Taiwan. These functions are…

2172

Abstract

Purpose

Border management, barring illegal foreign workers, and immigrant counseling are three major functions of the National Immigration Agency (NIA) of Taiwan. These functions are composed of traditional “job” as well as social “work” characteristics. In other words, these functions have shifted from a “position”-based job design to an “overall operation”-based work design that incorporates environmental and situational factors. The purpose of this paper is to examine frontline immigration workers in Taiwan in order to determine how the motivational (task-oriented) and social work (social-oriented) characteristics (SWCs) of the immigration work design model influence immigration workers’ organizational citizenship behaviors (OCBs).

Design/methodology/approach

The authors collected 312 questionnaires, of which 304 were valid, with 230 completed by men and 74 by women.

Findings

The results revealed that SWCs and collective efficacy at the group level had significantly positive effects on collective efficacy and service-oriented OCB, respectively. Task-oriented work characteristics had positive effects on self-efficacy and thus on individual level service-oriented OCB, and self-efficacy also had positive effects on individual service-oriented OCB. Both SWCs and collective efficacy had a contextual effect on individual-level outcome variables. Furthermore, the combination of SWCs with self-efficacy had cross-level effects on individuals’ service-oriented OCB.

Originality/value

These findings can enhance people’s understanding of how the social and motivational power of work characteristics can encourage employees to exhibit service-oriented OCB. This implies that the NIA can stimulate individual self-motivation and affect group-level efficacy and service-oriented OCB through the environmental context and social relationship characteristics of border affairs brigades (branches).

Article
Publication date: 17 August 2012

Wen‐Chung Hsieh, Chun‐Hsi Vivian Chen, Chi‐Cheng Lee and Rui‐Hsin Kao

The purpose of this paper is to examine the effect of work characteristics on members’ self‐efficacy and collective efficacy, and the subsequent effect on police officers’…

1471

Abstract

Purpose

The purpose of this paper is to examine the effect of work characteristics on members’ self‐efficacy and collective efficacy, and the subsequent effect on police officers’ performance.

Design/methodology/approach

A multilevel model is adopted to analyze quantitative data obtained by using 812 police officers and 54 chiefs of police stations in Taiwan as the research objects.

Findings

The authors found that work characteristics affected members’ self‐efficacy and collective efficacy, which further affected the individual‐ and group‐level performance and the contextual effect of social work characteristics (SWCs) and collective efficacy on self‐efficacy and individual performance. The authors also confirmed the cross‐level moderation of social characteristics on the relationship between motivational work characteristics (MWCs) and self‐efficacy, and between self‐efficacy and individual performance.

Research limitations/implications

A limitation was the characteristics of the sample, which consisted of mostly first‐line uniformed police officers in Taiwan. From the perspective of managerial implications, it is felt that police organizations should beef up the training on police officers’ collective efficacy, such as building group spirit, improving members’ sense of responsibility, and building up trust with the organization.

Originality/value

The findings prove that the study of work design is particularly important for enhancing the management effectiveness of police organization, because it explains the causes of a number of organizational behaviors as well as a number of important results that influence the police organization (e.g. efficacy and performance).

Details

Policing: An International Journal of Police Strategies & Management, vol. 35 no. 3
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 14 May 2018

Ramazan Cansoy and Hanifi Parlar

The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.

2991

Abstract

Purpose

The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.

Design/methodology/approach

The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.

Findings

The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.

Originality/value

School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

Details

International Journal of Educational Management, vol. 32 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 January 2012

Türker Kurt, Ibrahim Duyar and Temel Çalik

Failure to identify any significant relationships between principal leadership and student achievement has proved concerns about the assumed value and legitimacy of principal…

2568

Abstract

Purpose

Failure to identify any significant relationships between principal leadership and student achievement has proved concerns about the assumed value and legitimacy of principal leadership. The purpose of this paper is to contribute to the current literature by empirically testing the relationships between the principal leadership and the teacher self‐efficacy, a construct which has a proven impact on student achievement. The role of collective efficacy on the relationship between transformational leadership of principals and self‐efficacy of teachers was a special focus for the study.

Design/methodology/approach

A causal comparative research design was employed to study the direct, indirect, and mediating relationships among principal leadership, teacher self‐efficacy, and collective efficacy in schools. The participants included a cluster‐random sample of 813 primary school teachers. Data gathering instruments composed of a combination of the Multifactor Leadership Questionnaire, the Collective Teacher Efficacy Scale and the Teacher's Sense of Efficacy Scale. A structural equation modelling with path analysis was employed to test the research models and hypotheses.

Findings

Findings of the study demonstrated that collective efficacy and transformation leadership jointly shape teachers' self‐efficacy. There was a significant relationship between principals' transformational leadership and teachers' self‐efficacy beliefs. This relationship was mediated and magnified by collective efficacy in schools.

Research limitations/implications

The study has the common limitations of the self‐reported perceptions of participants.

Originality/value

The study enlightened the little‐known causal relationship mechanisms through which transformational leadership practices of principals and collective efficacy of schools affect the self‐efficacy beliefs of teachers. The findings are in line with the socio‐cognitive theory which assumes the presence of reciprocal relationships among leadership, organization, and person domains in shaping organizational behaviors of teachers. The study also parallels with the emerging literature about the mediating effects of collective efficacy on the relationship between principal transformational leadership and teacher self‐efficacy.

Details

Journal of Management Development, vol. 31 no. 1
Type: Research Article
ISSN: 0262-1711

Keywords

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