Teacher Collective Efficacy and Its Influence on Student Problem Behavior

Introduction. Previous studies have shown school-level associations between perceived teacher collective efficacy and academic achievement. The present study extends earlier research by establishing a relationship to important non-academic school outcomes. The construct is rooted in social cognitive theory and derived from Bandura’s construct self-efficacy. Applied to schools, collective efficacy can be defined as the teachers’ shared beliefs about their combined capability to organize and execute courses of actions required to produce student success.

Method. The concurrent and prospective relationship between collective efficacy and problem behavior was examined in a two-wave study and tested using multilevel regression models. Participants were 1.100 teachers in 48 Norwegian elementary schools. Questionnaires were completed with approximately 6 months lag. Perceived collective efficacy was measured using teacher ratings on a 12-item scale developed by Goddard (2001). The prevalence of problem behaviors within (20 items) and outside (15 items) the classroom context were assessed with two measures based on teacher reports and developed by Grey and Sime (1989).  

Results. Teacher collective efficacy appeared as a highly stable phenomenon and school-level characteristics. However, both perceived teacher collective efficacy and student problem behavior varied greatly between schools. A strong inverse and consistent relationship across time between the two phenomena was found. The relationship was evident both for problem behavior observed by teachers in the classroom context and on common school arenas. Positive change in school mean collective efficacy predicted reduction in later levels of teacher reported problem behavior. Inversely, increase in teacher reported problem behavior over time predicted reduction in collective efficacy. The predictions were robust to controlling for key school characteristics, characteristics of the teachers, and self-perceived teaching competence.  

Conclusion. The results indicate that perceived collective teacher efficacy and student misconduct are reciprocally related, and this relationship might serve as an important target for prevention of behavior problems in schools. Mechanisms of cohesion and dynamics of change are discussed.

Reference

Sørlie, M-A., & Torsheim, T. (2010). A multilevel analysis of the relationship between teacher collective efficacy and problem behaviour in school. School Effectiveness and School Improvement, 2, 175-191.