The constituent elements of collective teacher efficacy beliefs and their contributing factors in different ELT educational contexts: A qualitative study

Abstract

The current study aimed at exploring the most prominent constituent elements of collective teacher efficacy beliefs and their contributing factors in the specific context of English language teaching. To this aim, 30 English language teachers and instructors’ perceptions of collective teacher efficacy were inspected through a series of in-depth interviews at different high schools, English language institutes, and universities. Three focused group interviews were also conducted with 15 English language teachers and instructors in those three educational contexts. Data gleaned from interviews were analyzed utilizing thematic content analysis. The common themes that emerged from the qualitative data as the constituent elements of collective teacher efficacy encompassed instructional capability, decision-making capability, the ability to cope with difficult situations, the ability to communicate effectively, the ability to create a positive climate, the ability to collaborate with colleagues, and the ability to keep discipline. Some common themes that emerged as the related contributing factors included job satisfaction, administrative support, and shared leadership.

Keywords:

• collective teacher efficacy
• English language teacher
• collective efficacy beliefs
• ELT context

PUBLIC INTEREST STATEMENT

Considering the significant effects of the construct of collective efficacy on the achievement of both the students and the teachers, this study attempted to inspect EFL teachers and instructors’ perceptions concerning the elements that constituted collective efficacy and the other contextual factors that affected English language teachers’ and instructors’ collective efficacy in different educational contexts of school, English language institute, and university, and English language institute. The participants identified instructional capability, decision-making capability, the ability to cope with difficult situations, the ability to communicate effectively, the ability to create a positive climate, the ability to collaborate with colleagues, and the ability to keep discipline as the elements that formed collective teacher efficacy. Furthermore, they acknowledged that receiving administrative support, employing shared leadership, and teachers’ job satisfaction were the contributing factors. The results can be a step forward to explore different ways to elevate collective teacher efficacy in ELT educational contexts.

Additional information

Funding

The authors received no direct funding for this research.