The relationship between collective teacher efficacy and effective school in primary education institutions

The aim of this research is to determine the relationship between collective teacher efficacy and effective school in primary education institutions. The model of research is correlational survey of quantitative research methods. Population of this research consist of 1352 teachers who work in İzmir province, Torbalı district in 2021-2022 academic year. The sample of this research consist of 313 teacher who were determined by proportional cluster sampling method. To determine teachers' collective teacher efficacy perceptions, "Collective Teacher Efficacy Scale" devoloped by Tschannen-Moran and Barr (2004) and adapted into Turkish by Erdoğan and Dönmez (2015) was used. To determine teachers' effective school perceptions, "School Effectiveness Index" developed by Hoy (2009) and adapted into Turkish by Yıldırım and Ada (2018) was used. According to results; it was found that the perception of teachers' collective teacher efficacy perceptions was at high level. Teachers' perceptions of collective teacher efficacy did not differ according to the gender variable; It has been determined that there were differences according to the variables of professional seniority, seniority at school, school level and branch. Teachers' perceptions of effective school did not differ according to gender and branch variables; it has been concluded that there were differences according to the variables of professional seniority, seniority at school and school level. As a result of the research, a positive and high level relationship was determined between teachers' collective teacher efficacy perceptions and their perceptions of effective school. In addition, the results showed that collective teacher efficacy was a significant predictor of effective school.