Collective efficacy: A neglected construct in the study of schools and student achievement.

Abstract

A theoretical analysis is advanced that discusses social cognitive theory at the group level to explain the formation and impact of collective efficacy. The study used student- and school-level data from a sample of urban elementary schools. Consistent with social cognitive theory, mastery experience was found to be a significant predictor of differences between schools in teachers' collective efficacy perceptions. In addition, after controlling for student demographic characteristics and prior achievement, collective efficacy was positively and significantly related to differences among schools in student achievement. Finally, the amount of consensus among faculty members regarding collective efficacy perceptions was not a significant predictor of student achievement, nor was it significantly related to school socioeconomic status or minority concentration.