Factors Underlying the Collective Teacher Efficacy Scale and Their Mediating Role in the Effect of Socioeconomic Status on Academic Achievement at the School Level

Abstract

The authors examine the psychometric properties of the Collective Teacher Efficacy Scale (CTES), an instrument designed to measure collective teacher efficacy. Specifically, a multilevel confirmatory factor analysis is used to determine the factor structure of the CTES, comparing one- and two-factor models. The mediating role of the CTES factors in the relationship between student socioeconomic status and academic achievement at the school level are also examined. Implications for research and using the CTES in school reform agendas are discussed.

• collective self-efficacy
• multilevel confirmatory factor analysis
• school reform

Additional information

Notes on contributors

D. Betsy McCoach

Dr. D. Betsy McCoach is an associate professor in the Measurement, Evaluation and Assessment program at the University of Connecticut. She has extensive experience in hierarchical linear modeling, instrument design, factor analysis, and structural equation modeling. She has co-authored over 50 articles and book chapters. Betsy co edited Multilevel Modeling of Educational Data, and she is the current co-editor of the Journal of Advanced Academics. She also serves on the editorial review boards for the American Educational Research Journal, the Journal of Educational Psychology, 47 the Journal of Educational Research, and Gifted Child Quarterly.

Robert D. Colbert

Robert D. Colbert’s research expertise and interests are focused on the redesign of school counselor education programs. Dr. Colbert conducted collaborative research in these areas which has led to the articulation of a research, training and practice model which provides direction for school counselor role in culture-centered education reform. Dr. Colbert has invested in the national professional communities having served on the editorial boards of the Counselor Education and Supervision Journal and Professional School Counselor. Dr. Colbert has also served as Co-Guest Editor for the Journal of Advanced Academics for a special issue on Closing the Academic Achievement Gap (2007).