Journal article Open Access

Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale

Anastasia Vatou; Athina Vatou


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    <subfield code="a">teachers' beliefs</subfield>
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    <subfield code="a">SUBMITTED: MARCH 2019, REVISION SUBMITTED: AUGUST 2019, ACCEPTED: SEPTEMBER 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 24 OCTOBER 2019. JEL Classification: I20</subfield>
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    <subfield code="p">Journal of Contemporary Education Theory &amp; Research</subfield>
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    <subfield code="u">Aristotle University of Thessaloniki</subfield>
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    <subfield code="a">Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale</subfield>
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    <subfield code="a">&lt;p&gt;Teachers&amp;rsquo; self-efficacy has widely recognized as a strong contributor to the student achievement and teachers&amp;rsquo; psychological well-being. A large body of research has focused on individual&amp;rsquo;s self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conducted and showed that Collective Teacher Efficacy Scale had a two-factor structure. The results also indicated that collective teacher efficacy had a positive significant relationship with teacher&amp;rsquo;s job satisfaction. Implications and directions for future research are suggested.&lt;/p&gt;</subfield>
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