| This paper reviews collective efficacy systematically and clarifies the transformation of self-efficacy from the individual to the collective concept. Then, it summarizes the theory of collective teacher efficacy, including its definition, formation, measurement and the process it impacts on student achievement. At last, taking teachers in the elementary school as subject, the revised collective teacher efficacy scale as measuring instrument, at the organizational-level the paper discusses the influential factors on collective teacher efficacy, the differences of collective teacher efficacy among the urban and the rural elementary school, and the relationship between collective teacher efficacy and the school academic achievement. The results indicate:1. Collective teacher efficacy is not related with the teacher gender, but is with teacher title of professional posts and student socioeconomic status, and teacher title of professional posts show high predictability on collective teacher efficacy.2. Significant differences among the urban and the rural elementary school regarding their collective teacher efficacy and its two latitudes are found, but there are great significant differences lying in the analysis of the teaching task ,one of the two dimensional forms of collective teacher efficacy.3. Collective teacher efficacy is more firmly related to the school academic achievement than student socioeconomic is. Collective teacher efficacy is a stronger positive predictor of differences among schools in student achievement and influences on the co-relationship between student socioeconomic status and the school academic achievement. |
