Assessing Collective Efficacy in School: A Norwegian Validation Study of Goddard’s 12-item Scale

Authors

  • Mari-Anne Sørlie The Norwegian Center for Child Behavioral Development, Norway
  • Silje Sommer Hukkelberg The Norwegian Center for Child Behavioral Development, Norway
DOI: https://doi.org/10.23865/nse.v42.3542

Abstract

The psychometric properties of the short Collective Teacher Efficacy Scale (CTE; Goddard, 2002) were examined in a sample of 1,524 teachers from 65 Norwegian primary schools. Associations between items were investigated using network analysis, and multilevel confirmatory factor analysis was applied to determine the optimal factor structure across the twelve items. Criterion validity was examined by inspecting correlations between CTE, academic achievement, and school problem behavior. The results supported the expected two-factor structure, group competence, and task analysis. Correlations in the expected directions support the instrument’s concurrent and predictive validity. Implications of the results are discussed.

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Published

2022-10-17

How to Cite

Sørlie, M.-A., & Sommer Hukkelberg, S. (2022). Assessing Collective Efficacy in School: A Norwegian Validation Study of Goddard’s 12-item Scale. Nordic Studies in Education, 42(3), 272–. https://doi.org/10.23865/nse.v42.3542

Issue

Section

Articles

Keywords:

collective teacher efficacy, network analysis, multilevel confirmatory factor analysis, validity