Identifying the Development Factors of Teachers’ Collective Efficacy Culture in Tehran Schools from the Perspective of Experts

Teachers are the future makers of society and the driving force for developing of the country. The aim of this study was to identify factors that lead to the development of the culture of teachers’ collective efficacy in Tehran schools. This study was conducted with a phenomenological qualitative approach. To identify the factors contributing to the collective efficacy of teachers, we used the semi-structured interviews of the 3 international theorists and 21 national experts in the field of education that were purposefully selected. The required data were collected based on theoretical saturation; Because we got theoretical saturation after 24 interviews. We used software NVivo 10 for data analyzing. The results showed that 8 factors play the most important role in the development of the culture of teachers’ collective efficacy in schools. These factors included: "the quality of life of teachers," the highest rating in the first place, "empowering teachers" in second place, "motivational features" third place, "enabling structure" in fourth place, "personality" in the fifth, "supervision and guidance" in the sixth, "targeted planning" in seventh place and "educational policy" in the eighth position. Therefore, all these factors and the proposed solutions need to be considered in unison to develop the culture of teachers’ collective efficacy in schools.