Exploring Iranian collective teacher efficacy beliefs in different ELT settings through developing a context–specific English language teacher collective efficacy scale

Figures & data

Table 1. Themes and categories of English language teacher collective efficacy

1. Instructional capability (4 categories)

a. Promoting creativity

b. Improving motivation

c. Possessing language teaching knowledge

d. Using effective teaching strategies and methods

2. Ability to collaborate with colleagues (4 categories)

a. Achieving common instructional goals

b. Accepting colleagues’ constructive feedback and opinions

c. Sharing successful instructional experiences

d. Supporting each other in difficult situations

3. Ability to cope with difficult situations (5 categories)

a. Coping with lack of instructional materials and equipment

b. Coping with crowded classes

c. Coping with students with different English ability levels

d. Coping with students with different cultural backgrounds

e. Coping with students with low abilities

4. Ability to communicate effectively (4 categories)

a. Communicating with students

b. Communicating with parents

c. Communicating with colleagues

d. Communicating with the administration

5. Decision making capability (4 categories)

a. Deciding on teaching methods

b. Deciding on assessment issues

c. Deciding on instructional goals

d. Important school wide decisions

6. Ability to create positive climate (3 categories)

a. Improving school environment

b. Creating positive school atmosphere

c. Providing a safe place

7. Ability to keep discipline (2 categories)

a. Controlling disruptive behavior

b. Preventing disruptive behavior

Table 2. The 32-item initial model of English language teacher collective efficacy

Components	Items	Sample items
Instructional capability	1, 2, 4, 6, 16, 24, 29	As English language teachers at this school, how well can we succeed in teaching English language skills to our students?
Ability to cope with difficult situations	3, 12, 17, 27, 31	To what extent can we, English language teachers at this school, succeed in teaching English even in crowded classes?
Ability to communicate effectively	9, 11, 18, 30	How much can we, English language teachers at this school, do to communicate effectively with our students?
Ability to create positive climate	8, 20, 23, 32	How much can we, English language teachers at this school, do to create a safe and sound atmosphere for our students?
Ability to collaborate with colleagues	10, 13, 21, 25	How well can we, English language teachers at this school, collaborate in achieving the designated educational goals?
Decision making capability	5, 14, 19, 28	How much can we, English language teachers, do to influence the important decisions that are made at the school?
Ability to keep discipline	7, 15, 22, 26	To what extent can we, English language teachers at this school, come up with creative ways to prevent disturbing behavior?

Table 3. Total variance explained for 32 items

	Initial eigenvalues			Extraction sums of squared loadings			Rotation sums of squared loadings
Factor	Total	% Variance	Cumu. %	Total	%Variance	Cumu. %	Total	%Variance	Cumu. %
1	11.081	34.627	34.627	11.081	34.627	34.627	3.955	112.358	12.358
2	2.310	7.220	41.847	2.310	7.220	41.847	3.947	12.335	24.693
3	1.499	4.683	46.530	1.499	4.683	46.530	3.606	11.269	35.962
4	1.341	4.191	50.722	1.341	4.191	50.722	3.515	10.986	46.947
5	1.100	3.437	54.159	1.100	3.437	54.159	2.192	6.851	53.798
6	1.031	3.222	57.381	1.031	3.222	57.381	1.147	3.583	57.381

Table 4. Rotated component matrix with 32 items

	Components
Items	1	2	3	4	5	6
Collective25	.676
Collective18	.669
Collective21	.564
Collective13	.511
Collective29	.491		.402
Collective8	.417
Collective24
Collective5		.767
Collective28		.766
Collective11		.719
Collective19		.715
Collective9		.614
Collective2			.767
Collective1			.755
Collective4			.666
Collective3			.560
Collective16			.518
Collective6			.511
Collective17			.463
Collective27				.714
Collective22				.708
Collective26		.401		.602
Collective31				.593
Collective32	.413			.583
Collective7			.403	.556
Collective30	.480			.483
Collective12				.481
Collective23	.428			.445
Collective20
Collective14					.820
Collective15					.609
Collective10						.838

Table 5. Rotated component matrix with 21 items

	Components
Items	1	2	3	4
Collective1	.787
Collective2	.780
Collective4	.658
Collective6	.579
Collective3	.566
Collective16	.555
Collective5		.791
Collective28		.776
Collective11		.746
Collective19		.701
Collective9		.596
Collective27			.720	.
Collective22			.703
Collective26			.694
Collective31			.603
Collective32			.598
Collective7			.535
Collective25				.761
Collective18				.732
Collective21				.668
Collective13				.514

Table 6. Factors and their corresponding items

Factors	Description	Items
Efficacy in collaboration with colleagues	Work collaboratively to achieve educational goals, improve instructional quality, and deal with critical situations; share successful teaching experiences	13, 18, 21, 25
Efficacy in decision making	Communicate effectively with the administration and the parents; influence educational and school wide decisions	5, 9, 11, 19, 28
Efficacy in instruction	Possess knowledge, teaching skills and strategies; motivate students; foster creativity	1, 2, 3, 4, 6, 16
Disciplinary and coping efficacy	Prevent and control disruptive behavior; create a safe and sound atmosphere; deal with students’ cultural and proficiency differences	7, 22, 26, 27, 31, 32

Table 7. Total reliability and the reliabilities of the four subscales

Reliability
Total	.90
Factor 1 (Efficacy in collaboration with colleagues)	.80
Factor 2 (Efficacy in decision making)	.84
Factor 3 (Efficacy in instruction)	.81
Factor 4 (Disciplinary and coping efficacy)	.81

Table 8. Absolute and incremental fit indices for CFA model

Absolute fit indices				Incremental fit indices
Chi-Sq	GFI	AGFI	RMSEA	IFI	TLI	CFI
2.7	.90	.87	.066	.91	.90	.91

Figure 1. Fitted confirmatory factor analysis model

Table 9. Descriptive statistics of the 21-item ELTCES and its four dimensions for the whole sample

	N	Number of items	Minimum	Maximum	Mean	M/N	Std. deviation
Efficacy in collaboration	405	4	4.00	24.0	18.30	4.57	3.21
Efficacy in decision-making	405	5	5.00	30.0	18.52	3.70	5.19
Efficacy in instruction	405	6	10.00	36.0	26.08	4.34	3.95
Disciplinary and coping efficacy	405	6	10.00	36.0	26.07	4.34	3.94
Total ELTCES	405	21	36.00	121.0	88.98	4.23	13.05

Table 10. Descriptive statistics of the four dimensions of the 21-item ELTCES in different educational context

Context of education	Mean	Std. deviation	Number of items	N
Efficacy in collaboration high school	18.66	2.8	4	126
English language institute	18.55	3.2		178
University	18.35	2.9		101
Efficacy in decision-making high school	20.22	4.0	5	126
English language institute	18.98	5.6		178
University	16.26	4.5		101
Efficacy in instruction high school	24.96	3.9	6	126
English language institute	27.38	3.7		178
University	25.94	3.3		101
Disciplinary and coping efficacy high school	25.62	4.3	6	126
English language institute	27.13	3.4		178
University	25.51	3.8		101

Table 11. Descriptive statistics for the 21-item ELTCES with respect to educational context

Type of the institute		N	Minimum	Maximum	mean	Std. error	Std. deviation
High school	Total	126	49.00	118.00	87.8651	1.10510	12.40474
	Valid N	126
Institute	Total	178	63.00	121.00	91.7135	.95533	12.74575
	Valid N	178
University	Total	101	36.00	113.00	84.3366	1.31234	13.18884
	Valid N	101

Table 12. The result of the one-way ANOVA on the effect of academic qualification on collective teacher efficacy

	Sum of squares	df	F/sig.
Between group	3509.290	2	10.788/.000
Within groups	65383.64 403	403
Total	68892.93 405	405

Table 13. Results of Scheffe test on the total ELTCE for different educational context

Context of education		Mean difference std.(I–J) error		Sig.	95% Confidence interval lower bound upper bound
High school	Institute	–2.84840	1.48478	.160	–6.4964	.7996
	University	4.52845	1.70329	.052	.34368	.7133
Institute	High school	2.84840	1.48478	.160	–.79966	.4964
		7.37685	1.58874	.000	3.4735	11.2802
University	High school	–4.5284	1.70329	.052	–8.7133	–.3436
	Institute	–7.3768	1.58874	.000	–11.2802	–3.4735

Table

		(1) None at all	(2) Very little	(3) Little	(4) Some degree	(5) Quite a bit	(6) A great deal
1	As English language teachers at this school, how well can we succeed in teaching English language skills to our students?
2	How much can we, English language teachers at this school, do to foster students’ creativity?
3	To what extent can we, English language teachers at this school, do to achieve educational goals even when there is a lack of instructional materials and equipment?
4	As English language teachers at this school, how much can we do to motivate students to learn English?
5	How much can we, English language teachers, do to influence the important decisions that are made at the school?
6	To what extent can we, English language teachers at this school, succeed in teaching even the most difficult students?
7	To what extent can we, English language teachers at this school, come up with creative ways to prevent disturbing behavior?
8	As English language teachers at this school, to what extent can we collaborate in creating a positive school climate for our students?
9	How much can we, English language teachers, do to communicate effectively with the students’ parents?
10	How much can we, English language teachers, do to elevate the instructional quality of the school by accepting our colleagues’ constructive feedback and opinions?
11	How much can we, English language teachers, do to communicate effectively with the school administration?
12	To what extent can we, English language teachers at this school, succeed in teaching English even in crowded classes?
13	How well can we, English language teachers, deal with critical situations at school in a cooperative manner?
14	How much can we, English language teachers at this school, do to carry out instructional decisions, such as teaching methods and assessment issues authentically?
15	To what extent can we, English language teachers at this school, do to establish rules and procedures to facilitate the teaching process?
16	As English language teachers at this school, how much can we do to get students believe that they can succeed in learning English?
17	To what extent can we, English language teachers at this school, do to achieve a high educational quality regardless of the occasional distressing and disappointing problems of this profession?
18	How much can we, English language teachers, do to communicate effectively with our colleagues at this school?
19	How much can we, English language teachers, do to make the school run effectively?
20	How much can we, English language teachers at this school, do to get students to trust us?
21	How well can we, English language teachers at this school, collaborate in achieving the designated educational goals?
22	How much can we, English language teachers at this school, do to control disruptive behavior in the class?
23	To what extent can we, English language teachers at this school, collaborate to improve the school environment in which the students would feel good?
24	How much can we, English language teachers at this school, do to help students learn complex content by providing an alternative explanation or example?
25	How much can we, English language teachers, do to positively influence the instructional quality of the school by sharing our successful teaching experiences with the colleagues?
26	How much can, English language teachers at this school, do to get the students to follow rules?
27	How much can we, English language teachers at this school, do to teach our students successfully regardless of such problems as the students’ cultural and proficiency differences?
28	As English language teachers at this school, to what extent can our opinions influence the educational decisions at school?
29	As English language teachers at this school, to what extent can we motivate our students?
30	How much can we, English language teachers at this school, do to communicate effectively with our students?
31	How much can we, English language teachers at this school, do to help the students who have low English ability to learn English?
32	How much can we, English language teachers at this school, do to create a safe and sound atmosphere for our students?

Table

		(1) None at all	(2) Very little	(3) Little	(4) Some degree	(5) Quite a bit	(6) A great deal
1	As English language teachers at this school, how well can we succeed in teaching English language skills to our students?
2	How much can we, English language teachers at this school, do to foster students’ creativity?
3	To what extent can we, English language teachers at this school, do to achieve educational goals even when there is a lack of instructional materials and equipment?
4	As English language teachers at this school, how much can we do to motivate students to learn English?
5	How much can we, English language teachers, do to influence the important decisions that are made at the school?
6	To what extent can we, English language teachers at this school, succeed in teaching even the most difficult students?
7	To what extent can we, English language teachers at this school, come up with creative ways to prevent disturbing behavior?
8	How much can we, English language teachers, do to communicate effectively with the students’ parents?
9	How much can we, English language teachers, do to communicate effectively with the school administration?
10	How well can we, English language teachers, deal with critical situations at school in a cooperative manner?
11	As English language teachers at this school, how much can we do to get students believe that they can succeed in learning English?
12	How much can we, English language teachers, do to communicate effectively with our colleagues at this school?
13	How much can we, English language teachers, do to make the school run effectively?
14	How well can we, English language teachers at this school, collaborate in achieving the designated educational goals?
15	How much can we, English language teachers at this school, do to control disruptive behavior in the class?
16	How much can we, English language teachers, do to positively influence the instructional quality of the school by sharing our successful teaching experiences with the colleagues?
17	How much can, English language teachers at this school, do to get the students to follow rules?
18	How much can we, English language teachers at this school, do to teach our students successfully regardless of such problems as the students’ cultural and proficiency differences?
19	As English language teachers at this school, to what extent can our opinions influence the educational decisions at school?
20	How much can we, English language teachers at this school, do to help the students who have low English ability to learn English?
21	How much can we, English language teachers at this school, do to create a safe and sound atmosphere for our students?