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Abstract
The relationship between perceived teacher collective efficacy and student problem behaviour was examined in a two-wave study. Participants were 1,100 teachers in 48 Norwegian elementary schools. Questionnaires were completed with approximately 6 months lag. A variance component model suggested a strong intraclass correlation (ICC2) for collective efficacy (.77), indicating high reliability across raters. Concurrent and prospective relationships between collective efficacy and problem behaviour were tested using multilevel regression models. Conditioning on T1 status of the constructs, positive change in school mean collective efficacy predicted reduction in teacher-reported problem behaviour. Inversely, increase in teacher-reported problem behaviour predicted reduction in collective efficacy. Predictions were robust to controlling for key school and teacher characteristics, including self-perceived teaching competence. The results indicate that perceived teacher collective efficacy and student misconduct are inversely and reciprocally related. This relationship might serve as an important target for prevention of behaviour problems in schools.
Notes
1. Description of the PALS model will therefore not be given in this article, but relevant information about core components, methods, and implementation strategy are given in Sørlie and Ogden (Citation2007).