Skip to main content
SpringerLink
Log in

The Mediating Role of Collective Teacher Efficacy Beliefs in the Relationship between School Climate and Teacher Self-efficacy across Mainstream and Special Needs Schools

  • Chapter
Asia-Pacific Perspectives on Teacher Self-Efficacy

Abstract

This study explores how prior student achievement, through school types, predicts teacher self- and collective efficacy and perceived academic climate of 183 teachers from mainstream primary and secondary schools and special needs schools in Singapore. Teachers differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the school climate of the school. Mediational analyses indicated that teacher collective efficacy mediates the relationship between teacher self-efficacy and seven aspects of school climate except for work pressure. These findings were discussed with respect to the socio-cognitive perspective.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman & Co.

    Google Scholar 

  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75–78.

    Article  Google Scholar 

  • Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95(4), 821–832. doi: 10.1037/0022-0663.95.4.821

    Article  Google Scholar 

  • Chong, W. H., & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of lesson study. Journal of Experimental Education, 80, 263–283. doi:10.1080/00220973.2011.596854

    Article  Google Scholar 

  • Chong, W. H., Klassen, R. M., Huan, V. S., Wong, I., & Kats, A. D. (2010). The relationships among school types, teacher efficacy beliefs, and academic climate: Perspective from Asian middle schools. Journal of Educational Research, 103, 183–190. doi:10.1080/00220670903382954

    Article  Google Scholar 

  • Cohen, J. (2006). Social, emotional, ethical and academic education: Creating a climate for learning, participation in democracy and well-being. Harvard Educational Review, 76(2), 201–237.

    Article  Google Scholar 

  • Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology. Journal of Counseling Psychology, 51, 115–134.

    Article  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.

    Article  Google Scholar 

  • Fuller, B., Wood, K., Rapoport, T., & Dornbusch, S. M. (1982). The organizational context of individual efficacy. Review of Educational Research, 52 (1), 7–25.

    Article  Google Scholar 

  • Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93, 467–476.

    Article  Google Scholar 

  • Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807–818.

    Article  Google Scholar 

  • Goddard, R. D., Logerfo, L., & Hoy, W. K. (2004). High school accountability: The role of perceived collective efficacy. Educational Policy, 18, 403–425.

    Article  Google Scholar 

  • Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105, 774–786.

    Article  Google Scholar 

  • Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38, 77–93.

    Article  Google Scholar 

  • Hoy, W. K., Tarter, C. J., & Woolfolk-Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425–446.

    Article  Google Scholar 

  • Lee, V., Dedrick, R., & Smith, J. (1991). The effect of the social organization of schools on teachers’ efficacy and satisfaction. Sociology of Education, 64, 190–208.

    Article  Google Scholar 

  • Ministry of Education Singapore. (n.d.). Teaching in special education schools. Retrieved May 28, 2015, from http://www.moe.gov.sg/education/special-education/teaching/

  • Preacher, K. J., & Hayes, A. E. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891.

    Article  Google Scholar 

  • Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150–167.

    Article  Google Scholar 

  • Ross, J. A., Hogaboam-Gray, A., & Gray, P. (2004). Prior student achievement, collaborative school processes, and collective teacher efficacy. Leadership and Policy in Schools, 3, 163–188.

    Article  Google Scholar 

  • Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82, 270–288. doi:10.1111/j.2044-8279.2011.02025x

    Article  Google Scholar 

  • Sweetland, S. R., & Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36, 703–729.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189–209.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Woolfolk Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.

    Article  Google Scholar 

  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.

    Article  Google Scholar 

  • Tsoulaoupas, C. N., Carson, R. L., & Matthews, R. A. (2014). Personal and school cultural factors associated with the perceptions of teachers’ efficacy in handling student misbehavior. Psychology in the Schools, 5, 164–180. doi:10.1002/pits.21739

    Article  Google Scholar 

  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22.

    Article  Google Scholar 

  • Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747–766.

    Article  Google Scholar 

  • Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343–356.

    Article  Google Scholar 

  • Yeo, L.S., Ang, R. P., Chong, W. H., Huan, V. S., & Quek, C. L. (2008). Teacher efficacy in the context of teaching low achieving students. Current Psychology, 27, 192–204. doi:10.1007/s12144-008-9034-x

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore

    Wan Har Chong

  2. Cheers Learning Services, Singapore

    Ming Ying Ong

Authors
  1. Wan Har Chong
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ming Ying Ong
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Gothenburg, Sweden

    Susanne Garvis

  2. Griffith University, Australia

    Donna Pendergast

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Chong, W.H., Ong, M.Y. (2016). The Mediating Role of Collective Teacher Efficacy Beliefs in the Relationship between School Climate and Teacher Self-efficacy across Mainstream and Special Needs Schools. In: Garvis, S., Pendergast, D. (eds) Asia-Pacific Perspectives on Teacher Self-Efficacy. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-521-0_2

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-521-0_2

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-521-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation