An Investigation of Collective Teacher Efficacy and Teacher Self-Efficacy Subscales in the EFL Context of Iran

The concept of teacher efficacy has received significant attention in educationalcontexts in the recent years and has been empirically probed at 2 levels: individualteacher efficacy and collective teacher efficacy. having their origins in the socialcognitive theory, teacher and collective efficacy perceptions are quite distinctconstructs, each affecting educational decisions and student achievementparticularly. furthermore, teacher efficacy is a context and culture specific constructrarely investigated in an elt context. the current study explored the relationshipbetween collective teacher efficacy and teacher self-efficacy as well as its3subcomponents, that is, efficacy for classroom management, efficacy for studentengagement, and efficacy for instructional strategies in the elt context of iran.moreover, this study was an attempt to discover which of the factors/subscales ofteacher self-efficacy accounts for most of the variance observed in collective teacherefficacy. data were collected from 90 english instructors through tschannen-moranand woolfolk hoy s (2001) teacher sense of efficacy scale (tses) and goddard s(2002) collective teacher efficacy scale (ctes) questionnaires. informalinterviews were also held to tap more into different teacher efficacy aspects.correlation analysis illustrated no significant relationship between the englishinstructors collective teacher efficacy and teacher self-efficacy as well as its3subscales. furthermore, multiple regression analysis indicated that none of the 3subscales of teacher self-efficacy was a strong predictor of collective teacherefficacy.