Introduction to the Special Issue on Fostering Collective and Self-Efficacy: Examining New Directions in Efficacy in Education

Authors

Leann G. Putney, University of Nevada, Las VegasFollow
Suzanne H. Jones, Utah State University

Document Type

Article

Publication Date

1-1-2019

Publication Title

JEQR

Volume

13

Issue

4

First page number:

231

Last page number:

233

Abstract

This special issue encapsulates research that demonstrates strategies for developing collective and self-efficacy in a variety of educational settings. We juxtapose complementary educational theories that add depth to the constructs of efficacy and aid our understanding of the complexity of education. First, Jones and Putney examine the reciprocal relationship of Collective Classroom Efficacy and action-based hope through the voice of a former sixth-grade bilingual student. Second, authors Nordick, Putney, and Jones investigate principals enacting facilitative leadership as a tool to bolster collective teacher efficacy. Third, Frazier, Bendixen, and Hoskins uncover the role of emotions and metacognition in career decision-making self-efficacy. Fourth, Burton and Campbell explored four teaching effects targeting both academic and social needs of students requiring content area intervention to increase self-efficacy and engagement. In the fifth article, Anderson, Jones, and Longhurst explore one teacher's experience of Collective Class Actualization.

Keywords

Philosophy of education; Self efficacy; Teacher effectiveness; Bilingual students; Metacognition

Disciplines

Education | Educational Assessment, Evaluation, and Research

Language

English

Repository Citation

Putney, L. G., Jones, S. H. (2019). Introduction to the Special Issue on Fostering Collective and Self-Efficacy: Examining New Directions in Efficacy in Education. JEQR, 13(4), 231-233.