Meta-Analysis of the Relationship Between Collective Teacher Efficacy and Student Achievement

<p>Collective teacher efficacy is an emergent school level variable reflecting a faculty's collective belief in its ability to positively affect students. It has been linked in the literature to school achievement. This meta-analysis systematically synthesized results from 26 component studies, including dissertations and published articles, which reported at least one correlation between collective teacher efficacy and school achievement.</p> <p>The research questions addressed the distribution of effect sizes for the relationship and the moderator variables that could explain any variance found among the studies. It was hypothesized that collective teacher efficacy would be strongly associated with subsequent student achievement, and that certain moderator variables would be able to explain differences among studies.</p> <p>The various meta-analyses conducted yielded weighted average effect sizes ranging from 0.537 to 0.628. Collective teacher efficacy was found to be strongly and positively correlated with student achievement. This held true for all subject areas measured, and regardless of timing of measurement. Moderator analysis revealed that both university affiliation and instrument used to measure collective efficacy were able to explain the variance found among studies.</p> <p>This research has implications for schools, teacher education programs, and education policy. Using social-cognitive theory as a framework, this study highlights the importance of teachers' beliefs about their collective ability. Having a faculty that believes that it can accomplish great things is vital for the health of a school. Because of the dynamic nature of school functioning, wherein school achievement acts as both antecedent and consequence of collective teacher efficacy, interventions designed to improve the efficacy beliefs of teachers and a faculty as a whole can be a starting point for positive change within the school system.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

School of Education

Year dc:date.available

2011

Author dc:creator

• Eells, Rachel Jean

• collective teacher efficacy
• meta-analysis
• social cognitive theory
• student achievement
• Educational Psychology

Repository record dc:identifier

https://ecommons.luc.edu/luc_diss/133

OAI identifier oai:identifier

oai:ecommons.luc.edu:luc_diss-1132