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The psychological environment and teachers’ collective-efficacy beliefs

Lookup NU author(s): Carol Brown, Emeritus Professor Simon Gibbs, Allison Reid

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This is the authors' accepted manuscript of an article that has been published in its final definitive form by Routledge, 2019.

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Abstract

The psychological environment of schools is a powerful determinant of staff well-being and educational outcomes for children. The work reported here explored teachers’ Collective-Efficacy (CE) and well-being. Staff in a sample of schools completed a survey of their CE. A sub-sample of teachers was interviewed to elicit views about the relationship between CE and leadership practices. Overall staff CE was correlated with key indicators of pupils’ attainments. Four themes in the interviews indicated attributions for staff well-being and motivation: Communication, Learning, Supporting Roles, and Stress Management. Enhancing CE is critical for staff well-being. At a time when staff recruitment, retention and well-being may be jeopardised the findings here indicate the critical importance of professional relationships for the ethos and effectiveness of schools.

Publication metadata

Author(s): Strahan née Brown C, Gibbs S, Reid A

Publication type: Article

Publication status: Published

Journal: Educational Psychology in Practice

Year: 2019

Volume: 35

Issue: 2

Pages: 147-164

Online publication date: 04/12/2018

Acceptance date: 10/11/2018

Date deposited: 24/10/2018

ISSN (print): 0266-7363

ISSN (electronic): 1469-5839

Publisher: Routledge

URL: https://doi.org/10.1080/02667363.2018.1547685

DOI: 10.1080/02667363.2018.1547685

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