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Title
Collective teacher efficacy and job satisfaction. Psychometric properties of the CTE scale
Authors
SourceJournal of Contemporary Education, Theory & Research 3 (2019) 2, S. 29-33
Document  (419 KB)
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Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN2654-0274; 26540274
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Teachers’ self-efficacy has widely recognized as a strong contributor to the student achievement and teachers’ psychological well-being. A large body of research has focused on individual’s self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conducted and showed that Collective Teacher Efficacy Scale had a two-factor structure. The results also indicated that collective teacher efficacy had a positive significant relationship with teacher’s job satisfaction. Implications and directions for future research are suggested. (DIPF/Orig.)
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Date of publication02.04.2020
CitationVatou, Anastasia; Vatou, Athina: Collective teacher efficacy and job satisfaction. Psychometric properties of the CTE scale - In: Journal of Contemporary Education, Theory & Research 3 (2019) 2, S. 29-33 - URN: urn:nbn:de:0111-pedocs-190047 - DOI: 10.25656/01:19004; 10.5281/zenodo.3635040
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