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exploration of the relationship among teacher efficacy, collective teacher efficacy, and goal consensus
A correlational study with teacher data collected through researcher-administered surveys was conducted to explore the relationship among individual teacher efficacy, collective teacher efficacy, and goal consensus. Participants included 113 teachers of a high school located in the southwestern United States. During a teacher inservice meeting, these teachers completed three instruments that measured the variables under study. Quantitative analyses associated with the research questions were conducted. Correlational analyses were used to determine if relationships exist between the variables under study, and regression analysis was performed to examine the relationship among individual teacher efficacy, collective teacher efficacy, and goal consensus. In addition, relationships between teacher demographic variables and collective teacher efficacy, general teaching efficacy, personal teaching efficacy, and goal consensus were measured using chi-square distributions. Results indicated that a relationship among individual teacher efficacy, collective teacher efficacy and goal consensus does exist. While collective teacher efficacy was found to be correlated with all of the other variables examined, it was most highly correlated with goal consensus. Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus. Relationships between a teacher's gender and personal teaching efficacy as well as years of teaching experience and feelings of goal consensus were found among the teachers in the study. Female teachers were found to have higher personal teaching efficacy than their male counterparts. Also, the more years of experience a teacher has had, the more likely they were to have a strong feeling of goal consensus. No relationships were found between the demographic characteristics and general teaching efficacy or collective teacher efficacy. Findings from this study suggest that since individual teacher efficacy, collective teacher efficacy and goal consensus are related, changing one may impact the others. The results of this study also support previous findings that collective teacher efficacy can be validly and reliably measured.
"Major Subject: Educational Psychology".
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Includes bibliographical references (leaves 112-125).