Abstract:
Teachers' sense of their collective efficacy as a faculty is one of the most important in-school influences on student achievement. The motivational sources of teacher collective efficacy are mastery and vicarious experiences, social persuasion and affective states. Teacher collective efficacy is also enhanced by a team's ability to analyse the task ahead and make a judgment on their current level of competency to complete the task. All of these characteristics represent what is regarded in the literature as effective teacher professional learning. This study reports on the design of a teacher professional learning program that sought to use teacher collective efficacy as both a measure as well as a framework. This design was based on the principles of implementation science that seeks to generate practice-based evidence that can inform the direction of teacher professional learning programs using continuous, or pragmatic, measures of improvement.