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Collective Efficacy is by far the most powerful influence on student achievement (d = 1.57).
(John Hattie, 2016)
School leadership has an indirect effect on achievement through collective teacher efficacy.
(Boberg & Bourgeois, 2016)
CTE represents "the perceptions of teachers in a school that the faculty as a whole can execute the courses of action necessary to have positive effects on students (Goddard, 2001, p. 467).
"The expectations for attainment set by perceived collective efficacy influence the diligence and tenacity with which teachers approach their work" (Goddard et al., 2014, p. 420).
CTE is fostered by mastery experience, vicarious experience, verbal persuasion, and affective states, all of which can be influenced by leadership practices (Goddard et al., 2004).
CTE has been associated with teachers' extra effort and students' emotional engagement (Boberg & Bourgeois, 2016).
Malleable antecedents of CTE include teacher empowerment, reflective practices, goal consensus, cohesive teacher knowledge, and autonomy-supportive leadership (Donohoo, O'Leary, & Hattie, 2020).
In his book titled Visible Learning, John Hattie (2016) identified Collective Efficacy as having the strongest association with student achievement of all interventions.
By evaluating the antecedents of CTE, the Ahart Solutions team informs leadership practices that have profound influences on student achievement. Through our work with school leaders on CTE, we both identify problems and provide strategic leadership coaching to move the needle of systemic change. The results? Reduced teacher attrition, enhanced student engagement, and higher student achievement.
The presentation concludes with a contact form. If you are interested, please complete the form, and an Ahart representative will contact you promptly.