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Teacher and Collective Efficacy Beliefs as Predictors of Professional Commitment
Author:  H. Ware, A. Kitsantas
Title/Position: Professors, George Mason University
Format:  article
The Exemplar will be most useful for: Learning More About Teacher Leadership
Herbert Ware and Anastasia Kitsantas, professors at George Mason University, examine whether beliefs about teacher and collective efficacy predict commitment to the profession. Teacher efficacy describes the degree to which teachers feel capable of making an impact on student learning. This perception influences a teacher’s performance, commitment, and professional retention. Collective efficacy describes a group’s confidence levels.

The authors suggest that education interventions focusing on teacher efficacy can increase collective efficacy. These, in turn, will improve teacher retention through a corresponding boost in beliefs around teamwork and the ability to meet challenges.

Administrators can increase individual and collective efficacy by including teacher leaders in decision-making processes such as influencing policy, controlling instruction, designing professional development, establishing discipline procedures, and helping with school finance decisions.

Ware, H. & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. Journal of Educational Research. 100(5). 303-310.
Domains: domain 1
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