Collective teacher efficacy (CTE) beliefs serve to encourage certain behaviours and
constrain others. Bandura (Educ Psychol 28 (2): 117–148, 1993) was the first to generate …

This review investigates the state of teacher self-and collective efficacy research conducted
from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 …

Since collective efficacy influences how educators feel, think, motivate themselves, and
behave (Bandura, 1993), it is a major contributor to the tenor of a school's culture. When …

Empirical research considers teacher collaboration to be an important predictor of outcome
variables at the student, teacher, and school level. Principals are responsible for shaping …

Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes
towards inclusive education, self-efficacy, and collective efficacy in behaviour management …

Teachers' beliefs serve as cognitive fi lters that screen their experiences and thus shape
their thoughts and actions. Beliefs about students, teaching, and learning drive teachers' …

The purpose of this study was to explore how collective teacher efficacy and teacher self-
efficacy were related to teachers' perceptions of job resources and job demands in the …

There has been limited research on the development of in-service teachers' self-efficacy
beliefs across multiple school years. The current longitudinal study investigated (a) how …

Teachers' efficacy beliefs are critical to improving student learning, but we have yet to fully
understand how these beliefs develop. The prevailing model of teachers' efficacy …

This cross-national study provides new insights in teacher efficacy in today's culturally
diverse classrooms using survey data of 269 early childhood and primary school teachers in …