تاثیر خودکارآمدی آموزش جمعی در کارکنان آموزش دانشگاه

This article emphasizes the decisive influence of the construct of collective teacher self-efficacy on university teachers and their educational practices and, as a consequence, on students’ academic performance, especially in the current context characterized by the vast number of challenges of the European Higher Education Area. First, the theoretical model of the construct (as proposed by Goddard, Hoy, and Woolfolk, 2000) is analyzed along with variables related to collective teacher efficacy. Then, we reflect on the key features of educational institutions in which members perceived themselves collectively as capable of developing effectively their educational activities. Finally, given the influence of collective teacher self-efficacy on university quality, the need to generate and develop self-efficacy is emphasized. In order to achieve this goal, a two-stage line of intervention is reviewed: a reflection on the practice of teaching and research and the development of the four sources of self-efficacy: Direct experience, vicarious learning, social persuasion, and emotional states.