Promoting Teacher Efficacy

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References Ministry of Education. (2015). Ideas into action, bulletin #8, Winter 2015/16, for school ... Ideas into Action. Retrieved March 1, 2022, from https://www.education-leadership-ontario.ca/application/files/5215/5647/2872/8._Exploring_the_Psychological_PLR.pdf Shirley M Hord; Stephanie A Hirsh. The Principal’s Role in Supporting Learning Communities. Educational Leadership 2009, 66 (5), 22–.

Promoting Teacher Efficacy

Collective Efficacy: a group’s beliefs in members’ combined capacity to organize and carry out the courses of action needed to produce desired results and can impact:

their susceptibility to the discouragement that can overcome people taking on tough problems

their staying power when collective efforts either do not produce quick results or meet powerful resistance

how much effort they put into their group enterprise

how well they use their resources

the futures they seek to achieve through combined action

What a Principal Can Do

Take time to build trust - resilience

Guide communities toward self governance - self efficacy

Show teachers the research - research shows that learning in a social context is deeper than an independent context, let teachers know - stimulate and manage change

Teach discussion and decision-making skills, especially if teaching and learning communities are new in your school - stimulate and manage change

Expect teachers to keep knowledge fresh - habitually expecting positive results

Four Personal Leadership Resources

Proactivity

• stimulating and effectively managing change under complex circumstances • showing initiative and perseverance in bringing about meaningful change

Resilience

• recovering from, or adjusting to change or misfortune • thriving in challenging circumstances

Self-efficacy

• believing in our own ability to perform a task or achieve a goal • taking responsible risks, expending substantial effort, and persisting in the face of initial failure

Optimism

• habitually expecting positive results from our efforts • recognizing where we have, and do not have opportunities for direct influence and control, and • taking positive risks