Relationship between PNU English instructor's Perceived Collective Teacher Efficacy and Teacher Self-efficacy

Recent educational research suggests that sense of efficacy influences teachers’ actions and students outcomes (Tschannen-Moran, Woolfolk Hoy, and Hoy, 1998) Teachers’ perceptions of efficacy are empirically examined at two levels: individual teacher efficacy and collective teacher efficacy. Although theoretically rooted in social cognitive theory, teacher and collective efficacy perceptions are distinct constructs, each having unique effects on educational decisions and student achievement. The present study explored the relation between collective teacher efficacy and teacher self-efficacy and its three subscales, namely, efficacy for classroom management, efficacy for student engagement, and efficacy for instructional strategies in the English Language Teaching (ELT) context of Iran as teacher efficacy is a context and culture specific construct which is rarely investigated in ELT context. Furthermore, the researcher was motivated to know which of the factors/subscales of teacher self-efficacy accounts for most of the variance observed in collective teacher efficacy. The participants of the present study were those English instructors who had the experience of teaching English at Payame Noor University (PNU). Data were collected from 85 PNU English instructors through Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of Efficacy Scale (TSES) and Goddard’s (2002) Collective Teacher Efficacy Scale. Correlation analysis revealed that there was no significant relationship between PNU English instructors’ CTE and teacher self-efficacy and its three subscales. In addition, multiple regression analysis indicated that none of the three subscales of teacher self-efficacy was a strong predictor of collective teacher efficacy.