Collective Teacher Efficacy and its Enabling Conditions

This quantitative study aims to explore the validity of Donohoo et al.’s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy.<b> </b>The instruments used for this study include the EC-CTES, the Collective Efficacy Scale (CES-SF), and the Collective Teacher Beliefs Scale (CTBS). The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models.<b> </b>The findings from this study demonstrate that the EC-CTES is a valid tool. The EC-CTES subscales are positively associated with measures of collective teacher efficacy.<b> </b>We recommend adjustments for the EC-CTES subscales for greater congruence with collective efficacy theory and practical application. Due to the theoretical density of collective teacher efficacy, a modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners.<b></b><b></b>