Panorama das pesquisas sobre crenças coletivas de eficácia docente
DOI:
https://doi.org/10.17575/rpsicol.v29i2.1012Abstract
Teacher collective efficacy refers to the beliefs of a teacher regarding the capacity of group members to succeed in a particular pedagogical action. This article aims to make an overview of research on collective efficacy of teachers in a social cognitive perspective framed by the Social Cognitive Theory of Albert Bandura. A total of 30 articles were analyzed resulting from searches in the databases of the CAPES-Journals from 2000 to 2014. For data analysis, we applied the study of networks relations to identify the connections among the variables investigated on the articles through graphs. Results indicate that in those papers some variables were most often related to collective efficacy, namely: teacher’s self-efficacy, student performance and socioeconomic status. This indicates that these variables can influence collective efficacy. It was observed that the studies indicate a reciprocal influence between self-efficacy and collective efficacy. This suggests that, even if different constructs, these variables are interdependent.
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