Collective Teacher Efficacy (CTE) stands as a powerful force in education, representing the shared belief among teachers that they can collectively influence student outcomes positively. John Hattie’s Visible Learning research has highlighted CTE as a leading factor in student achievement, boasting a significant effect size of d=1.57. Understanding and fostering CTE is crucial for schools aiming to enhance their educational impact, and it’s a topic of significant interest at events like the Annual Visible Learning Conference 2024.
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Image: Visual representation of Collective Teacher Efficacy’s 1.57 effect size, as highlighted by John Hattie’s Visible Learning research.
John Hattie and his Visible Learning team have consistently emphasized Collective Teacher Efficacy as a top influence on student success. This emphasis has been evident at past events such as the Annual Visible Learning Conference in 2016 and the Collaborative Impact Conference 2017. While Hattie’s comprehensive ranking of 195 educational influences places CTE slightly below the top spot, its effect size of d=1.57 remains remarkably high. To put this into perspective, CTE’s impact is more than double that of feedback (d=0.72) and nearly triple the impact of effective classroom management (d=0.52). The core message is clear and compelling: when teachers unite in their belief in their collective capabilities, they can achieve remarkable outcomes for their students. This principle is expected to be a cornerstone of discussions and workshops at the upcoming Annual Visible Learning Conference 2024.
The prominence of CTE in Visible Learning is grounded in robust research, notably Rachel Jean Eells’ meta-analysis, “Meta-Analysis of the Relationship Between Collective Teacher Efficacy and Student Achievement.” Eells’ doctoral research at Loyola University Chicago analyzed 26 studies, revealing a weighted average effect size of r-mean (outlier removed) at 0.617. This translates to a Cohen’s d of 1.568, aligning closely with Hattie’s reported figure. These findings underscore the significant statistical link between collective teacher belief and student progress, a connection that will likely be further explored at the Annual Visible Learning Conference 2024.
However, the concept of Collective Teacher Efficacy is not new. Albert Bandura introduced it in the 1990s, building upon his broader theory of self-efficacy. Bandura (1993, 1997) defined collective efficacy as “a group’s shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainment.” His research demonstrated that CTE’s positive effects on student achievement can outweigh the negative impacts of socioeconomic disadvantage. This foundational understanding of CTE will be essential for educators attending the Annual Visible Learning Conference 2024 to build upon.
Further studies by Goddard, Hoy, and Hoy (2000) reinforced Bandura’s findings, showing that differences in collective teacher efficacy between schools were more influential on student achievement than socioeconomic factors. Moreover, Hoy, Sweetland, and Smith (2002) discovered a synergistic relationship between CTE and individual teacher efficacy. A strong sense of collective efficacy appears to empower individual teachers to utilize their skills more effectively. These nuanced understandings of CTE and its interplay with other factors are anticipated to be discussed in depth at the Annual Visible Learning Conference 2024.
According to Hattie’s presentations, including those at the Collaborative Impact Conference 2017, fostering Collective Teacher Efficacy goes beyond simply encouraging positive feelings among staff. It requires a more complex approach, characterized by “collaborative conversation based on evidence.” Jenni Donohoo’s book, “Collective Efficacy: How Educators’ Beliefs Impact Student Learning,” offers valuable insights into this evidence-based approach. Practical strategies for cultivating this type of collaborative and evidence-driven environment will be highly relevant for attendees of the Annual Visible Learning Conference 2024.
For educators seeking practical guidance on building Collective Teacher Efficacy within their schools, the Issue Brief “Building Collective Efficacy” by Dana Brinson and Lucy Steiner provides a concise and effective starting point. Exploring resources like this, and engaging with experts and peers at events like the Annual Visible Learning Conference 2024, are vital steps for schools committed to leveraging the power of CTE to improve student learning outcomes.
Further Insights
For a deeper understanding of Collective Teacher Efficacy, John Hattie offers further explanations in video format, readily accessible for educators seeking to expand their knowledge.
Explore further: Delve into the principles of Visible Learning by acquiring John Hattie’s books, available through Amazon or accessible at local libraries.
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