Collective Teacher Efficacy and Trust

Collective Teacher Efficacy and Trust

Past studies on collective teacher efficacy (CTE) and trust have played a crucial role in understanding school success. Principals who establish expectations for formal, frequent, and productive teacher collaboration cultivate high levels of trust among the faculty (Donohoo et al., 2018). CTE represents a group’s confidence in their ability to effect change (Donohoo et al., 2018) and their belief in their combined capacity to plan, execute, and reach desired objectives (Leithwood et al., 2020). Psychologist Albert Bandura identified a trend in group dynamics, demonstrating that the stronger a group's confidence in their abilities, the greater their success and overall performance (Donohoo et al., 2018). When individuals share common beliefs and work together in unity, they are better equipped to overcome challenges and achieve more effective outcomes (Donohoo et al., 2018). Bandura referred to this concept as "collective efficacy," defining it as a group's shared belief in their ability to organize and carry out actions to achieve their goals (Bandura, 1997).

Collective teacher efficacy in schools has been extensively examined and enhanced (Donohoo et al., 2018), demonstrating an effect size of 1.57 in impacting student achievement (Donohoo et al., 2018). The presence of collective teacher efficacy leads to significant improvements in student outcomes, with an effect size of 1.57 (Donohoo et al., 2018). The trust among teachers is positively associated with school climate, effectiveness, and achievement. Teachers are more willing to be vulnerable and collaborate effectively when they have trust in each other (Leithwood et al., 2020). For instance, strong levels of CTE, akin to high faculty trust, can enhance and enhance every aspect of a school (Covey, 2006).