Collective Teacher Self-Efficacy

1.    As teachers of this school‚ we are able to reach even the most difficult students because we are all committed to the same educational goals.
2.    I believe in the potential of our school’s faculty to establish innovative approaches to education even when faced with setbacks.
3.    I am convinced that we‚ as teachers‚ can guarantee high instructional quality even when resources are limited or become scarce.
4.    I am certain that we‚ as teachers‚ can achieve educational goals because we stick together and do not get demoralized by the day-to-day hassles of this profession.
5.    Our team of teachers can come up with creative ways to improve the school environment‚ even without support from others.
6.    We are definitely able to accomplish something positive at school since we are a competent team of teachers that grows every time we are challenged.
7.    As teachers‚ we can learn from our mistakes and setbacks in the classroom as long as we trust our shared competence.
8.    Since we are a competent and experienced team of teachers‚ we can improve the instructional quality of our school in spite of system constraints.
9.    I am confident that we as teachers can develop and carry out educational projects in a cooperative manner even when difficulties arise.
10.We are able to lay out our educational goals in a convincing manner to even the most difficult parents because we present ourselves as a cohesive and competent team of teachers.
11.I am certain that we can cr‎eate a positive school climate through our shared efforts‚ even if this causes a tremendous workload for us.
12.We can deal effectively with even the most critical events because we are able to draw upon the social network that exists within our faculty.
This instrument can be found at:
(1) Not at all true‚ (2) barely true‚ (3) moderately true‚ (4) exactly true

Schwarzer‚ R. & Schmitz‚ G.S. (1999). Kollektive Selbstwirksamkeits- erwartung von Lehrern. Eine Längsschnittstudie in zehn Bundesländern [Collective self-efficacy of teachers. A longitudinal study in ten German states] . Zeitschrift für Sozialpsychologie‚ 30(4)‚ 262-274.

Schwarzer‚ R.‚ & Hallum‚ S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. APPLIED PSYCHOLOGY: AN INTERNATIONAL REVIEW‚57‚ 152–171 (Special Issue: Health and Well-Being)