The importance of the collective
John Hattie has assigned an effect size of 1.57 to “Collective Teacher Efficacy” the second highest of 190 researched factors that affect student learning (the highest factor is “Teacher Estimates of Achievement” (effect size 1.62) i.e. teachers believing that students can achieve).
Recall that an effect size of 0.4 equates to one year’s progress for one year’s effort. Also note that these two factors were recently added (2015).
The most often used definition of Collective Teacher Efficacy (Goddard et al, 2000) is “the perception of teachers in a school that the efforts of the faculty as a whole will have a positive effect on students”.
Goddard & Goddard (2001) demonstrated that teachers’ sense of their own efficacy is not uniform among schools, and that the variation can be explained by collective teacher efficacy.
In their study, involving 47 urban schools, teachers’ own sense of efficacy was higher in the schools that exhibited higher collective teacher efficacy
So collective teacher efficacy has a real and positive impact on individual teacher performance and on student learning and outcomes. Not surprising, if you feel you are part of something bigger than yourself and you feel supported by those around you, you will perform better – either student or teacher.
So, connect, connect, connect!