Teachers’ Self- and Collective Efficacy: The Case of Novice English Language Teachers

This paper studies the relationship between EFL teachers’ selfefficacy and collective efficacy among 55 novice EFL teachers from Milad Language Institute in Tehran, Iran. The participants were asked to complete the Teachers’ Sense of Efficacy Scale (TschannenMoran and Woolfolk Hoy, 2001), and the short version of Collective Teachers’ Efficacy Instrument (CTEI) (Goddard and Goddard, 2001). Data analysis revealed that there is a significant relationship between the teachers’ selfefficacy and their collective efficacy. To investigate which components of selfefficacy might have more predictive power in predicting teachers collective efficacy, regression analysis was run. The first subscale of selfefficacy, i.e., selfefficacy for students engagement, was found to be a good predictor of teachers selfefficacy. The paper presents possible differences in the sources of collective efficacy and teacher selfefficacy and the interaction between teachers’ selfefficacy and collective efficacy. The conclusions and implications of the research are discussed with reference to Bandura s (1977) social cognitive theory and the earlier findings.