Beyond Collaboration: Collective Responsibility as the Dominant Pathway from Teacher Efficacy to School Effectiveness
Leadership and Policy in Schools, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/15700763.2026.2722393
- Dergi Adı: Leadership and Policy in Schools
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Public Affairs Index, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Hacettepe Üniversitesi Adresli: Evet
Özet
This study examines how two domains of collective teacher efficacy, instructional strategies (CE-IS) and student discipline (CE-SD), relate to school effectiveness through teacher collaboration and collective responsibility. Survey data from 242 teachers in 28 Turkish public schools were analyzed using cluster-robust structural path modeling. Collective responsibility was the strongest predictor of school effectiveness (β =.457), followed by collaboration (β =.212). CE-IS predicted both mediators; CE-SD predicted only responsibility. The model explained 68.7% of the variance. Encouraging collaboration alone is insufficient: school leaders must cultivate shared accountability through joint planning, peer observation, and team-based monitoring of outcomes.