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This article is a theoretical and empil#cal analysis of the construct of col-lective teacher e ff}'cacjz l*Trsl, a model o/" collective e/'fi'cacy was elaborated for use in schools. 7ben, an operatio~Tal measure qf colleclive teacher e./.'/'i-cacy was developed, tested, and./bund to have strong reliability and rea-sonable validity. Finally, using the instrument to examirte urban elementaly schools in one laqge midwesten7 district, collective teacber eJJ~'cacy was posi-lively associated wilh d!ff'erences between schools in student-level achieve-ment in, both rectding and mathematics. l~,oc;l'l~ D. GODt)Ama is an Assistant Professor in the School ot: Education, Univer-sity of Michig:m, 610 E. University, 4204 SEB, Ann Arl)or, MI 48109-1259; rgoddard@umich.edu. He specializes in o,'ganizational theory and educational ad-ministration. WArm.: K. Hov is the Fawcett Chair in Educational Administ,'ation, School. Fie specializes in organiz'ltional theo,'y and educational admin-istration.
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... All items were rated on five-point Likert-type scale ranging from strongly disagree (1) to strongly agree (5). This study employed Goddard et al. (2000), p. 12-item Collective Teacher Efficacy Scale. The 12-item measure consisted of two subscales: (a) collective efficacy for task analysis (6 items) and (b) collective efficacy for teaching competence (6 items). ...
... All items were rated on five-point Likert-type scale ranging from strongly disagree (1) to strongly agree (5). This study employed Goddard et al. (2000), p. 12-item Collective Teacher Efficacy Scale. The 12-item measure consisted of two subscales: (a) collective efficacy for task analysis (6 items) and (b) collective efficacy for teaching competence (6 items). ...
... Such practices reflect confidence in content knowledge, teaching strategies, pedagogical content knowledge, and evaluation. Relative studies confirmed that teachers' teaching efficacy relates to differences and types of student learning or learning environments (Bandura, 1993;Goddard, Hoy, & Hoy, 2000). Teachers' professional knowledge determines their participation and engagement in communities through the self-efficacy mechanism (Bandura, 1993;. ...
... 9. Otra cualidad clave que se ha identificado es la importancia de que el maestro se sienta auto eficaz, entendiendo por esto "…la creencia en las propias capacidades personales para organizar y ejecutar un curso de acción requerido para conseguir un logro dado" (Bandura, 1977, p.3, cit. en Godard et al., 2000). Esta cualidad tiene dos componentes: uno es "la expectativa de obtener en los términos planteados por, Davies (2017, p.3) quien expuso "Everyone needs to acquire a minimum set of competences in order to learn, work and achieve fulfilment in a knowledge-driven society and economy" [Todos deben adquirir un conjunto mínimo de competencias para aprender, trabajar y alcanzar el cumplimiento en una sociedad y economía impulsadas por el conocimiento], dando relevancia a la repercusión de las competencias en el contexto actual. ...
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