Pedagogical leadership and self-efficacy of higher education teachers
School leadership, self-efficacy and teacher performance, both individual and collective
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The main aim of this study is to look at teacher self-efficacy, in particular to see if there are differences between individual self-efficacy and collective self-efficacy in two schools, and to analyse whether different relational environments have an impact on different patterns of collective and individual self-efficacy. The aim is also to find out whether the variables age and length of service influence teachers' self-efficacy. This study also aims to analyse the internal consistency of the instruments used to analyse the results. The study sample consisted of 56 teachers selected from tw...
The main aim of this study is to look at teacher self-efficacy, in particular to see if there are differences between individual self-efficacy and collective self-efficacy in two schools, and to analyse whether different relational environments have an impact on different patterns of collective and individual self-efficacy. The aim is also to find out whether the variables age and length of service influence teachers' self-efficacy. This study also aims to analyse the internal consistency of the instruments used to analyse the results. The study sample consisted of 56 teachers selected from two schools. With regard to the methodology used, three instruments were applied: PLQ Questionnaire, Collective Efficacy Questionnaire and TSES Questionnaire.As conclusions, it was essentially found that there are no significant differences between individual self-efficacy and collective self-efficacy. Teachers say they strongly believe in their ability to perform in the classroom, while the two schools do not differ greatly.
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