Introduction to the Special Issue on Fostering Collective and Self-Efficacy: Examining New Directions in Efficacy in Education
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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.
Philosophy of education; Self efficacy; Teacher effectiveness; Bilingual students; Metacognition
Education | Educational Assessment, Evaluation, and Research
Putney, L. G.,
Jones, S. H.
Introduction to the Special Issue on Fostering Collective and Self-Efficacy: Examining New Directions in Efficacy in Education.