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The work argues principals can target CTE to reduce the continuing effects of socioeconomic status. Prior student achievement is highlighted as offering greater practical value for improving CTE than other examined characteristics, with implications for practice and future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/principal-leadership-to-improve-collective-teacher-efficacy-study-abstract-and-conceptual-framework/601838/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/principal-leadership-to-improve-collective-teacher-efficacy-study-abstract-and-conceptual-framework/601838.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study examines how selected school and teacher characteristics relate to collective teacher efficacy (CTE), and whether those characteristics predict CTE.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which variables are included as administratively mutable characteristics?",{"text":117,"@type":113},"The study includes student attendance rate (SAR), percentage of teachers with advanced degrees (TAD), and prior mathematics achievement (PMA), along with school SES as influences on CTE.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study connect CTE with socioeconomic status and outcomes?",{"text":121,"@type":113},"CTE is described as strongly predicting school and student outcomes, and principals may target CTE to minimize the influence of socioeconomic status on achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601838,1792165745,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Principal Leadership to Improve Collective Teacher  \nEfficacy  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nSamuel Fancera  \nWoodbridge Township School District  \nThe purpose of this study was to examine the relationships between, and predictive value of, select school and teacher characteristics, and collective teacher efficacy (CTE). CTE is a strong predictor of school and student outcomes that principals may target to minimize the continued strong influence of socioeconomic status. Results from this study suggest that prior levels of student achievement offer more value to practitioners to improve CTE in schools than the other school and teacher characteristics the author examined in this study. The author presents implications for practice and future research recommendations based on these results  \nNCPEA Education Leadership Review, Vol. 17, No. 2– December, 2016 ISSN: 1532-0723 © 2016 National Council of Professors of Educational Administration  \nCollective teacher efficacy (CTE) is “the perceptions of teachers in a school that the efforts of the faculty as a whole will have a positive effect on students”(Goddard, Hoy, & Woolfolk Hoy, 2000, p. 480) . Researchers continue to report findings to suggest that CTE is a strong predictor of a school's overall level of academic achievement (Hoy, Sweetland, & Smith, 2002; Leithwood, Patten, & Jantzi, 2010; Moolenaar, Sleegars, & Daly, 2012; Tschannen-Moran, Salloum, & Goddard, 2015), and some have reported that principals may target CTE to minimize the influence of various school level measures of socioeconomic status (SES) on achievement (Hoy, Sweetland, & Smith, 2002; Tschannen-Moran, Salloum, & Goddard, 2015) . Bandura (1997) has written that efficacy may be improved in different settings via mastery and vicarious experiences, with verbal persuasion, and through emotional arousal; however, improving CTE in schools requires further inquiry (Goddard, LoGerfo, & Hoy, 2004) . In an attempt to identify different leadership behaviors and tasks that might improve CTE, researchers have examined the influence of different principal leadership types, including transformational leadership (Leithwood, Patten, & Jantzi, 2010) and instructional leadership (Fancera & Bliss, 2011) . Leithwood, Patten, and Jantzi (2010) provided evidence for behaviors associated with transformational leadership as a means to improve CTE, however, Fancera and Bliss (2011) reported little evidence of relationships between different instructional leadership functions and CTE. Still, Belfi, Gielen, De Fraine, Verschueren, and Meredith (2015) wrote that understanding how to enhance CTE will enable school leaders to further improve school and student outcomesin lower SES schools. Given the evidence for CTE as a school level variable and mechanism to attenuate the continued strong influence of school SES on academic achievement, there is a need to explore administratively mutable variables that practitioners may target to improve CTE, and continuing the line of inquiry on how principals can improve CTE is a worthwhile endeavor.  \nPurpose Statement  \nLocal education agencies include a variety of school and teacher characteristics on annual school report cards, and the examination of one state’s annual school report card reveals at least three administratively mutable school and teacher characteristic variables that may serve as antecedents to improved CTE. Therefore, I framed the study to examine whether the selected administratively mutable school and teacher characteristic variables included in one state’s school report card are related with and predict CTE. The purpose of this study was to examine the relationships between administratively mutable school and teacher characteristics, and CTE, as well as to assess whether th","cbCaienjkvXxnx74","https://ap.wps.com/l/cbCaienjkvXxnx74","pdf",235275,12,"English","# Purpose Statement\n# Conceptual Framework\n## Figure 1: Study’s Conceptual Framework\n# Research Hypotheses\n## H1: Associations with CTE\n## H2: Predicting CTE","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study examines how selected school and teacher characteristics relate to collective teacher efficacy (CTE), and whether those characteristics predict CTE.\"},{\"question\":\"Which variables are included as administratively mutable characteristics?\",\"answer\":\"The study includes student attendance rate (SAR), percentage of teachers with advanced degrees (TAD), and prior mathematics achievement (PMA), along with school SES as influences on CTE.\"},{\"question\":\"How does the study connect CTE with socioeconomic status and outcomes?\",\"answer\":\"CTE is described as strongly predicting school and student outcomes, and principals may target CTE to minimize the influence of socioeconomic status on achievement.\"}]","Principal Leadership to Improve Collective Teacher Efficacy - Study Abstract and Conceptual Framework | PDF",1792093517]