Abstract
In the past decade, leading contributors in the areas of educational change and staff development have acknowledged that successes attained with individual aspects of professional development can be stifled, halted, or essentially canceled by seemingly immutable factors in the organization’s culture. The purpose of this study was to explore the impact of the collective efficacy of science teachers within a school community on the individual outcomes for science teachers participating in a professional development program. The findings suggest that teachers participating in the program from schools with high levels of collective efficacy demonstrated gains in science teaching self-efficacy that were greater than the gains shown by teachers in schools with low collective efficacy. This preliminary finding has potentially serious implications regarding the impact of a school's culture and collective beliefs on the professional development outcomes of its members.
Recommended Citation
Geer, Cynthia H. and Morrison, Julie Q.
(2008)
"The Impact of the Collective Efficacy of a School Community on Individual Professional Development Outcomes,"
Mid-Western Educational Researcher: Vol. 21:
Iss.
4, Article 6.
Available at:
https://scholarworks.bgsu.edu/mwer/vol21/iss4/6
