Unpacking collective teacher efficacy in primary schools: student achievement and professional development

Salas-Rodríguez, F. (Fátima); Lara, S. (Sonia)

Authors:

Salas-Rodríguez, F. (Fátima)

Lara, S. (Sonia)

Keywords:

Collective teacher efcacy
Educational leadership
Systematic review
Student achievement
Professional development

Issue Date:

2023

Publisher Version:

https://link.springer.com/article/10.1007/s10671-022-09326-z#citeas

ISSN:

1570-2081

Note:

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Citation:

Salas-Rodríguez, F. (Fátima María); Lara-Ros, M. (María Sonia). "Unpacking collective teacher efficacy in primary schools: student achievement and professional development". Educational research for policy and practice. 22, 2023, 193 - 214

Abstract

Little is known about how teacher professional development helps enhance collective teacher efficacy so as to improve student performance. The present systematic review addresses two research questions, first by identifying 583 studies that may contribute pertinent information and then by performing in-depth analysis to eliminate those that did not meet our inclusion and quality criteria. After analyzing 18 studies, the results of this review confirm the impact of collective efficacy on student performance and highlight the importance of the role of principals in fostering a culture of trust and collaboration among school administrators and teaching staff.

URI:

https://hdl.handle.net/10171/67144

DOI:

10.1007/s10671-022-09326-z

Appears in Collections:

DA - Educación y Psicología - Artículos de revista

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