(|. ) Mastery, Bagerienc Qi oxious Four Sources of Efficacy Four Thaping collective efficacy beliefs include mastery expe- riences, vicarious experiences, social persuasion, and affective states (Bandura, 1986; Goddard ct al,, 2004), The most powerful source of col- lective teacher efficacy is mastery ome ~ Basically, when teams ‘experience success (mastery) and attribute that success to causes within their control, collective efficacy increases and teams come to expect that cilective performances can be repeated. Goddard et at, (2004) explained “Rat teachers experience successes and failures and “past school suc ‘cesses build teachers’ beliefs in the capability of the faculty, whereas ures tend to undermine a sense of collective efficacy” (pr$). Past lev- els of schoo! success help influance a staff's belief in their capability to make a difference for students. , 9 The second most powerful source of collective efficacy is vic Expetlenteg “Aher svong afficacy expectations are isious exdagenaes When school | developed through repeated success he Falls See others who are faced | ‘negative impact of eccasional fellures is Holy with Similar opportunities and } ‘to be reduced.” (Bandure, 1977, p. 195) ochallenges perform well, expecta- 1 ceeecnanstnercnenrenegramenrenmngie *jighe ate generated =a ers de x AEFECIWE apres (4) (Physiologica! Cues) 4 can evercome obstac] ‘Collec- tive teacher efficacy is enhanced when team of educators observe success in school environments similar to their own. Vicarious experiences can cccur through site visits, watching video, networking, o reading about it The third sources! suasion, has the potential to influence collective efficacy When groups are encouraged by credible and trust- worlhy persuaders'to innovate and overcome challenges. The moze believable the goliree of the information, the more likely are efficacy expectations ‘fe change (Bandura, 1977), Adams and Forsyth (2006) hnoted that social persuasion “depends on establishing norms of open- ness, collaboration, and coopération” (p. 631). Social persuasion at the ‘collecive Tevel consists of members of the schoo! staff persuading othe: teachers that they constitute an effective team, Goddard et al. (2006) ‘otéd that the more cohesive the faculty, the more likely they are to be persuaded by sound arguments. ‘The fourth and least influential source, affective states, includes fect. ings of Gxeilement BF anxiely associated with an individual's perceptions PRs or Fer CapsBIMy or incompetence. Goddard et al. (20) noted Tat “although tee elh a Febeerch an the Impact of affective slates on organi- zations, “affective states may influence how organizations interpret and react Lo the myriad challenges they face” (p. 6), Tschannen-Moran and Bart 2004) sefer to this as “the emotional tone of the organization” (p. 1%). iTriangle + Square ¢ Circle What three important points that you have learned? tacds civteré ‘Kids now see foiling os ld instead of crucial 40 learn What is something that squared or agreed with your thinking? Noran aud f thir ae EM aT Tne Ea Prorsina Onn What is something still circling in your head? How de TL wom 1 Pn sil Abelao, Ae v f‘io-ujsoany Was wAoeays3 yas ‘002 4886 9 leuny u0y pardepe soBerens vonepuney sone 3 9 papung “BiorAynbadWN usin *uoIeUOjU! B40UN 404 age vonsayes e015 pve pvomgay ein puerespun Suspnis ces * spupere. ome} umoyevosg ate suonet cro Mixed se ‘Guyer 9 Bune be fe ypne tuo) joIoyashyd ‘geanaoy hejaumop Maren ‘ape ‘anes: ynljo pears Snpashapiog 385} -uoys pena: poe ouajensia pue Bugieesg BupDut snBene ouabeveu Ane 40 souaueda Sunies| 24320 f° 0) pag s}3/uoyu anewoju, se ponoosed ‘enadso ae oped io Tusieeu aan2ej 02 69 24 send [e21Bjo1skyd uolsensieg [1205 seouauiedy ‘SNOWED, seouatiadx3 Asaysey X ae soe ot iene sergeant aow sa ance ie Gd VN )80xe 0} aBeINOD ay} ney sjuBpNs anok oq * Ww Ade DI -4[8S 404 salGeyeys edns¥ s2ueplony. 404 agnoq “seBuejjeyp plore 01 Key] 910u 51 Aoeoyye-y9s mo} yum JenPIAIpUL UY 2KD-29-1}.J9-}}98 “sje08 ulBueyjey> yeas 9} uonjennow pue 3s8103U1 0.8216 Spe este crouse se= -ys02 a1ppeds e wuio}ied 03 Aryiqe sleys U! spjoy BuO Jelieq YL nz], 0b] - days au ym suiboq y say puesnoyy e o Aauinol ays, puemioy days Kine aBpaymour2e pue sseiBoud snoK uo 339)J0 soucasajtut aesqe}oD -ueBe ayensut pue ‘Hey ‘eeu 0} aBeunoo ey) ane} if yied e ale pue 40 ae SOxEISI Sonegsim wos u1e2] ‘anoiduu nok djey ues 2eqp29} ey ysnn ‘4se1 olp yGnoup ssesBoid nok sy ppeqpec; 2ypeds 104 ysy (uones9] ‘a6e ‘e001 19pue6) jNOK YUM uowuo> ul BuIyjUlos sey OyM PUR jam {Se 24a 0p 03 MOY SMOLY OYM SUEaLIOS MOPEYS jepow ajo. e pul jsosaid yews yuIyy “2pf>e0 OF jaises axe sje06 wua}-}JOUs pue s¥se} 42|]eLS, 4822 olf) Mop eo1g, jAdeoyjo-}]95 anok Bursea,our Aq sseoons 03 quip anok dey, “sje08 wiey-Buo| ano anaiype 0} sauoys-Buiddays ay are syseq-jas Areiodiue} pue sesseoons We}-HOYS paacons ues NoA araijeg