We grow best when we feel accepted
According to John Hattie ‘Collective Teacher Efficacy’ has one of the highest effect sizes in terms of its impact on student learning. 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”.
This argues directly for every staff member being accepting of every other staff member irrespective of their perceived performance. Performance will get better the more that people feel they are included.
Goddard & Goddard (2001) in a study, involving 47 urban schools, demonstrated teachers’ own sense of efficacy was higher in the schools that exhibited higher collective teacher efficacy.
When we judge, we automatically apply controlled motivation – we believe the other ‘should’ be able to do something - and controlled motivation leads to lower interest in the activity. By judging we hinder another’s growth. By accepting we provide the space for growth to occur.
In healthy cultures, each person knows that whatever their current level of performance they are accepted and encouraged to build energy and commitment to move forward. They don’t feel judged or putdown or ignored, rather they feel that someone cares and believes in them, giving a sound basis for growth. They may still need help, coaching or mentoring, they may need advice, but they are able to accept and use it.
Inclusion is a key foundation for building widespread self-motivation.
John Corrigan is an expert in helping individuals to bring their whole of mind to their daily life and increase their effectiveness and the effectiveness of those around them. This expertise scales from the individual to the team to the organisation. At the core of this work is the practice of encounter. Earlier blogs can be found here.