Abstract:
Whilst collective teacher efficacy has been researched at the whole school level, this study is unique because it not only explores collective teacher efficacy and its relationship to comparative learning gain of students but it explores it at the subject department level in secondary schools. Comparative learning gain is when the learning gain of students in one school is compared to the learning gain of students with similar ability who are in another school.
The participants in this study were teachers and students in 4 Catholic Secondary schools in one Catholic Diocese in Sydney, NSW. These schools were included in the study because they satisfied the criteria for one or more of their subjects that demonstrated comparative learning gain over 5 years in the NSW Higher School Certificate.
There was strong collective teacher efficacy found in the survey responses of teachers in the subjects in this study. The teachers believed that all students could learn with different levels of intervention and this belief appeared to influence how they planned and worked together to improve student learning outcomes. The teachers were highly committed to student learning and were prepared to work together to overcome difficulties that the students faced. They spoke about the strong positive relationships with their students and this was evident in student responses. Students believed their teachers were committed to improving their learning and recognised their own responsibility in working positively with their teachers. Students felt comfortable in asking questions and assistance from their teachers. The five enablers that supported collective teacher efficacy were found to be embedded in the culture of the subject departments(J. Donohoo, Hattie, & O’Leary, 2020). However, there were additional enabling conditions that emerged such high expectations, positive classroom environment, explicit teaching and teacher beliefs.
This research moves the narrative about improving student learning outcomes from what happens at the whole school level to the strength of the collective efficacy of teachers at the subject department level in secondary school. It also moves the narrative about improving student learning from student achievement to comparative learning gain which is an exploration of the impact of the human dimension of teaching which involves teacher beliefs, efficacy, motivation and identity on student learning at the subject department level. This is what makes this study unique in educational research which focuses on improving student achievement.
The participants in this study were teachers and students in 4 Catholic Secondary schools in one Catholic Diocese in Sydney, NSW. These schools were included in the study because they satisfied the criteria for one or more of their subjects that demonstrated comparative learning gain over 5 years in the NSW Higher School Certificate.
There was strong collective teacher efficacy found in the survey responses of teachers in the subjects in this study. The teachers believed that all students could learn with different levels of intervention and this belief appeared to influence how they planned and worked together to improve student learning outcomes. The teachers were highly committed to student learning and were prepared to work together to overcome difficulties that the students faced. They spoke about the strong positive relationships with their students and this was evident in student responses. Students believed their teachers were committed to improving their learning and recognised their own responsibility in working positively with their teachers. Students felt comfortable in asking questions and assistance from their teachers. The five enablers that supported collective teacher efficacy were found to be embedded in the culture of the subject departments(J. Donohoo, Hattie, & O’Leary, 2020). However, there were additional enabling conditions that emerged such high expectations, positive classroom environment, explicit teaching and teacher beliefs.
This research moves the narrative about improving student learning outcomes from what happens at the whole school level to the strength of the collective efficacy of teachers at the subject department level in secondary school. It also moves the narrative about improving student learning from student achievement to comparative learning gain which is an exploration of the impact of the human dimension of teaching which involves teacher beliefs, efficacy, motivation and identity on student learning at the subject department level. This is what makes this study unique in educational research which focuses on improving student achievement.