An Investigation of Collective Teacher Efficacy and Teacher Self-Efficacy Subscales in the EFL Context of Iran

The concept of teacher efficacy has received significant attention in educational contexts in recent years and has been empirically probed at two levels: individual teacher efficacy and collective teacher efficacy. Teacher and collective efficacy are different constructs which can impact educational decisions and student achievement. Further, being a context and culture-specific construct, teacher efficacy has been less investigated in EFL contexts. The current study explored the relationship between collective teacher efficacy, teacher self-efficacy and its components, i.e. efficacy for classroom management, student engagement, and instructional strategies in the EFL context of Iran. Further, the factors or subscales of teacher self-efficacy which may account for the observed variance in collective teacher efficacy will be examined. Data were collected from 90 English instructors through Tschannen-Moranand Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (TSES) and Goddard's (2002) Collective Teacher Efficacy Scale (CTES) questionnaires. Interviews were used to Gin deeper insights into different teacher efficacy features. Correlation analysis illustrated no significant relationship between the English instructors' collective teacher efficacy and teacher self-efficacy as well as its three subscales. Furthermore, multiple regression analysis indicated none of the three subscales of teacher self-efficacy was a strong predictor of collective teacher efficacy.