Building Collective Efficacy: How Leaders Inspire Teachers to Achieve. Issue Brief

This brief focuses on a vital aspect of efficacy known as "collective teacher efficacy" (CTE). CTE refers to the perceptions of teachers that the efforts of the faculty as a whole will have a positive effect on students. Principals and district leaders should turn their attention to improving CTE because it has an impressive list of positive consequences: (1) improves student performance; (2) ameliorates the negative effects of low socioeconomic status (SES); (3) enhances parent/teacher relationships; and (4) creates a work environment that builds teacher commitment to the school. Only in the last decade or so have researchers begun to look at specific actions that school or district leaders can take to improve collective efficacy among teachers. This emerging body of research, though still in its early stages, suggests that the following actions on the part of principals can improve collective efficacy: (1) Build instructional knowledge and skills; (2) Create opportunities for teachers to collaboratively share skills and experience; (3) Interpret results and provide actionable feedback on teachers' performance; and (4) Involve teachers in school decision making. (Contains 21 endnotes.) [This issue brief was published by the Center for Comprehensive School Reform and Improvement and administered by Learning Point Associates.]