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The Relationship between Collective Teacher Efficacy and their Collective Responsibility from a Psychoanalytic Health Perspective
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| Author:
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ABBAS EBRAHIMIMEHR, MOHAMMAD RASOUL HOMAYOUN, SEYED MOHAMMAD ALI MANSOORIAN
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| Abstract:
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The purpose of the current study was to find any probable relationship between English language teachers’ collective
efficacy and their collective responsibility from a psychoanalytic health perspective. The other aim of the study was to
reveal if there was any difference between female and male English teachers with respect to their collective efficacy
and collective responsibilities. The study also intended to investigate the impact of the teachers’ years of teaching
experience on the relationship between efficacy and responsibility. This is a quantitative study since it benefited from
statistical data gathering and analyses. To obtain the data, the researcher used two various questionnaires: a
collective efficacy questionnaire developed by Goddard and Hoy (2000) and a collective responsibility questionnaire
developed by LoGerfo and Goddard (2008). The participants of the study were 50 female and male English teachers
working in different language institutes. They had also different years of teaching experience. They were categorized
into three groups: 1 to 5 years of experience, 6 to 12 years of experience and more than 12 years of experience. After
the study was conducted and data was gathered and analyzed, the results revealed that there was a significant
relationship between collective teacher efficacy and responsibility. That is, an increase in one of the variables leads to
the increase of the other one. In case of gender, by applying independent samples t-test and analyzing the data of the
questionnaires statistically, it was discovered that there was no significant relationship between teachers’ gender and
neither of the variables. The same results were obtained for years of teaching experience. The results of one way
ANOVA illustrated that the correlation between years of experience with neither teachers’ collective efficacy nor
responsibility was significant. Finally, the findings revealed that the teachers’ different years of experience
significantly affected the relationship between their collective efficacy and collective responsibility. Although the
relationship with respect to all three experience categories turned to be significant, the strength of the relationship
increased as the teachers got more experience.
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| Keyword:
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collective efficacy, collective teacher efficacy, collective responsibility, gender, years of teaching experience
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| EOI:
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| DOI:
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