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

The concept of teacher efficacy has received significant attention in educational contexts in the recent years and has been empirically probed at 2 levels: individual teacher efficacy and collective teacher efficacy. Having their origins in the social cognitive theory, teacher and collective efficacy perceptions are quite distinct constructs, each affecting educational decisions and student achievement particularly. Furthermore, teacher efficacy is a context and culture specific construct rarely investigated in an ELT context. The current study explored the relationship between collective teacher efficacy and teacher self-efficacy as well as its3 subcomponents, that is, efficacy for classroom management, efficacy for student engagement, and efficacy for instructional strategies in the ELT context of Iran. Moreover, this study was an attempt to discover which of the factors/subscales of teacher self-efficacy accounts for most of the variance observed in collective teacher efficacy. Data were collected from 90 English instructors through Tschannen-Mora