Moderating the collective and self-efficacy relationship

Smadar Lev, Meni Koslowsky

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Purpose: This purpose of this study is to examine the relationship between teacher collective efficacy and three components of teacher self-efficacy - instructional, social, and management. In addition, teacher role and school level are suggested as moderators. Design/methodology/approach: The study design examined the relationship between teacher collective efficacy and self-efficacy over time. Data were collected from 97 junior and senior high school teachers. Findings: The study finds that collective efficacy was positively associated with self-efficacy, with teacher role moderating the association of two components of self-efficacy: Social and management. Also, managerial staff members showed higher levels of self-efficacy. Research limitations/implications: It is possible that high school teachers and junior high are not easily distinguished. Also, the ns may not have been large enough to detect significant group differences. Furthermore, given that all scales were self-report measures, common method variance may have affected the findings. Originality/value: The present study demonstrates the significant association between collective efficacy and self-efficacy. Moreover, role in the organization moderates the association between collective and self-efficacy.

Original languageEnglish
Pages (from-to)452-462
Number of pages11
JournalJournal of Educational Administration
Issue number4
StatePublished - 3 Jul 2009


  • Performance appraisal
  • Secondary schools
  • Teachers
  • Team working


Dive into the research topics of 'Moderating the collective and self-efficacy relationship'. Together they form a unique fingerprint.

Cite this