Acta Iadertina, Vol. 19 No. 2, 2022.
Review article
https://doi.org/10.15291/ai.4104
Collective Teacher Efficacy in School Culture focused on Educational Change
Mia FILIPOV
orcid.org/0000-0001-6944-4505
; Faculty of Philosophy Osijek, Josip Juraj Strossmayer University of Osijek, Osijek Croatia
Dinka LIŠČIĆ
orcid.org/0000-0001-8100-369X
; Ivan Mažuranić Elementary School, Vinkovci, Croatia
Abstract
The primary function of schools is to educate students, which is why
educational change should be driven by that objective. Therefore, it is
necessary for the entire school community to adopt a positive attitude
towards educational change. Short and limited professional development
does not result in improved teaching practices nor in better student
achievement. This makes it necessary to empower teachers, school
pedagogues and school principals to initiate significant changes by
conducting educational research based on their own practices within
the culture of their institution. In that sense, collective teacher efficacy
emerges as a key concept and dominant factor contributing to student
achievement. Collective teacher efficacy emphasises the importance
of building cohesive communities of practice constantly aiming to improve
their own teaching and consequently enhance student learning.
This paper discusses the theoretical background of the concept of school
culture focused on educational change and the role of collective teacher
efficacy in such a culture. The concepts are explained further in the
form of three factors significant for fostering a school culture focused
on educational change – learning community (networks), collaborative
teacher research and efficient change leadership.
Keywords
educational change leadership; collaborative teacher research; professional learning communities; teacher professional development
Hrčak ID:
296309
URI
Publication date:
23.3.2023.
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