INDIVIDUAL AND COLLECTIVE TEACHER EFFICACY BELIEFS AMONG UNIVERSITY LANGUAGE TEACHERS
For almost thirty years, research on teacher efficacy has provided valuable data about its sources and teachers’ experiences. Related to teacher efficacy, collective teacher efficacy, which looks at a school as a social network of relations among teachers who are dependent on each other to accomplish academic tasks, has also gained importance. Researchers have investigated the relationship between the two and how they can affect each other. However, this relationship between teacher efficacy and collective teacher efficacy has received little attention, especially at the tertiary level.
In this paper, results of a study of teacher efficacy and collective teacher efficacy at a Turkish state university are presented. The purpose of this mixed-method study is to explore university EFL language teachers’ perceptions of individual and collective teacher efficacy and how individual and collective teacher efficacy are related. In the study, EFL teachers in a Turkish state university completed a teacher efficacy scale and a collective teacher efficacy scale. The participants’ scores on the two scales were compared to determine how individual and collective teacher efficacy are related; then, semi-structured interviews with the randomly chosen participants were conducted to gather in-depth data. It is expected that the results, especially the data from the interviews, will help administrators and teachers develop specific interventions, create more professional development opportunities and modify educational policies in their institutions.