期刊名称：Journal of Contemporary Education Theory & Research
电子版ISSN：2654-0274
出版年度：2019
卷号：3
期号：2
页码：29-33
DOI：10.5281/zenodo.3635040
语种：English
出版社：International Hellenic University
摘要：Teachers’ self-efficacy has widely recognized as a strong contributor to the student achievement and teachers’ psychological well-being. A large body of research has focused on individual’s self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conducted and showed that Collective Teacher Efficacy Scale had a two-factor structure. The results also indicated that collective teacher efficacy had a positive significant relationship with teacher’s job satisfaction. Implications and directions for future research are suggested.
