Collective Teacher Efficacy 教师集体效能量表

量表简介：

Collective teacher efficacy refers to the shared beliefs that school teachers hold about their colleagues' collective capacities for enhancing students' learning and school improvement. Similar to self-efficacy, mastery experience, verbal persuasion, vicarious experience, and physiological and affective states are the four main sources of collective efficacy .The scale used to assess collective teacher efficacy comprised 10 items (Goddard et al., 2000; Voelkel Jr & Chrispeels, 2017). We deleted two items from the original scale after a pilot study due to unsuitability in the Chinese context. In response to the item, “Learning is more difficult at this school because students are worried about their safety,” teachers responded that most Chinese primary and middle schools have few incidents of campus bullying or other risks that threaten student safety. The item “Teachers at this school have strategies for supporting students who face home life difficulties” was perceived as being too similar to another item in the scale when translated into Chinese. Sample items that were retained in the scale included “Teachers in our school are able to get through to difficult students.”

教师集体效能感是指学校教师对其同事在促进学生学习和改进学校方面的集体能力所持有的共同信念。与自我效能感类似，掌握经验、言语说服、替代经验以及生理和情感状态是集体效能感的四个主要来源。用于评估教师集体效能感的量表包括 10 个项目（Goddard 等，2000；Voelkel Jr & Chrispeels，2017）。在试点研究后，我们删除了原量表中的两个项目，原因是这两个项目不适合中国国情。在回答 "在这所学校学习比较困难，因为学生担心自己的安全 "时，教师们回答说，大多数中国中小学很少发生校园欺凌事件或其他威胁学生安全的风险。教师认为 "本校教师有策略支持面临家庭生活困难的学生 "这一项目在翻译成中文时与量表中的另一项目过于相似。量表中保留的样本项目包括 "本校教师能够与有困难的学生沟通"。