Stronger Together: How Collective Teacher Efficacy Transforms Learning

Hattie's Visible Learning Effect Size Series - #1 Collective Teacher Efficacy - Effect Size 1.57

To Note: John Hattie's Visible Learning research synthesises over 1,500 meta-analyses, examining more than 90,000 studies involving millions of students worldwide. Its core aim is to identify which educational practices have the greatest impact on student learning, using a statistical measure known as 'effect size'. In this research, an effect size of 0.4 represents a typical year's growth in learning. Strategies above 0.4 are seen as effective, and those above 0.6 are considered highly impactful. This series explores these influences in more detail.

Collective Teacher Efficacy stands proudly at the top of Hattie's list of factors influencing student achievement, with an effect size of 1.57. To put this into perspective, this is nearly four times the average expected impact, highlighting its exceptional power to transform student learning when nurtured deliberately and meaningfully. Collective Teacher Efficacy holds extraordinary potential to accelerate learning.

What is Collective Teacher Efficacy?

Collective Teacher Efficacy refers to the shared belief among teachers that through their collaborative actions, they can positively influence student outcomes, even for those students who might typically struggle. Crucially, this belief is not rooted in blind optimism; it is grounded in evidence of past success. It reflects a team’s confidence in their professional knowledge, collective experience, and shared responsibility to make a difference.

Why Does Collective Teacher Efficacy Have Such a Strong Impact?

Research by Jenni Donohoo identifies four key sources that build collective teacher efficacy:

• Mastery Experiences: Teams reflecting on and building from previous successes.

• Vicarious Experiences: Learning from observing peers' effective practices.

• Social Persuasion: Encouragement and feedback from trusted colleagues and leaders.

• Affective States: Managing emotional states to maintain collective optimism and resilience.

Understanding and strengthening these sources can help leaders and teams deliberately build a culture where collective teacher efficacy thrives.

Building on these foundations, Hattie's research shows that when collective teacher efficacy is strong, educators:

• Demonstrate greater resilience when facing challenges

• Engage in more reflective, adaptive, and innovative teaching practices

This collective mindset builds a school culture driven by growth, determination, and a belief in every student’s potential. It reinforces that we are stronger together and when we succeed, we do so as a team.

Practical Strategies to Foster Collective Teacher Efficacy

1. Collaborative Goal Setting:

   • Facilitate regular meetings where teachers define clear, shared objectives.

   • Use SMART goal formats to ensure goals are focused and measurable.

   • Encourage teams to co-own targets and regularly track collective progress.

   • Some schools encourage year group teams to set a "termly challenge" together, culminating in a shared celebration of progress.

2. Celebrating Visible Successes:

   • Publicly acknowledge shared wins, big or small, in staff meetings or bulletins.

   • Create physical or digital spaces that showcase the impact of team efforts.

   • Make success stories part of your professional learning culture.

   • In some settings, a "Wall of Wins" is created where teams highlight visible improvements they have achieved collectively.

3. Structured Professional Dialogue:

   • Schedule protected time for teachers to engage in rich discussion.

   • Use lesson study or instructional rounds to structure collaborative inquiry.

   • Ensure outcomes of discussions are recorded, revisited, and actioned.

   • Some schools use short video snippets from lessons as discussion starters during professional dialogue sessions.

4. Evidence-Based Reflection:

   • Promote routine analysis of student work, assessment data, and learning behaviours in teams.

   • Offer training on interpreting data in ways that inform next steps.

   • Create a safe space where reflecting on what’s not yet working is just as valued as celebrating what is.

   • Some schools schedule "Data Reflection Weeks," where departments collaboratively analyse student work to inform new strategies.

Quick Wins to Build Collective Teacher Efficacy Today

• Set a shared mini-goal with your department or year team this week (to foster early collaboration).

• Celebrate one success story publicly at your next staff meeting (to build visible momentum).

• Create a "Wins Wall" or digital showcase highlighting team achievements (to make progress tangible).

• Begin your next team meeting by sharing one thing that has worked well collectively (to anchor positivity).

Challenges and Considerations

Developing collective teacher efficacy is a cultural shift. It moves schools from isolated practice to shared ownership of all learners. Leadership plays a vital role. Principals and senior teams must model collaboration, protect time for joint work, and build systems that make shared success visible. Where resistance arises, leaders must persist with empathy, clarity, and encouragement, showing staff the impact of working together.

Reflections

Harnessing the power of collective teacher efficacy is one of the most transformative moves a school can make. It’s not about isolated excellence, it’s about shared belief, shared effort, and shared success. When educators deeply trust in their joint ability to make a difference, and that belief is rooted in evidence and action, there are no limits to what students can achieve.

As you reflect, consider:

• How does collective teacher efficacy currently show up in your school?

• What one step could you take to strengthen it further in your team or department?

• Why not share your reflections with your team to spark collaborative action?

Let’s foster that belief together, not through slogans, but through strategic collaboration and authentic celebration of impact.

Further Reading and Resources

If you would like to dive deeper into the research on collective teacher efficacy, you may find these resources helpful:

• "Collective Teacher Efficacy" by John Hattie (Visible Learning)

• "Collective Efficacy: Together We Can Make a Difference" by Jenni Donohoo (Corwin Connect)

Research Connections

Further studies that support the power of collective teacher efficacy include:

• Tschannen-Moran & Barr (2004): Fostering Student Achievement: The Relationship Between Collective Teacher Efficacy and Student Achievement – Found that collective teacher efficacy strongly predicts school success, even more than socio-economic factors. Read the abstract here.

• Goddard, Hoy, & Woolfolk Hoy (2000): Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement – Highlighted the positive association between collective teacher efficacy and student achievement in mathematics and reading. Read the abstract here.

In the next post, we’ll explore another high-impact factor: Self-Reported Grades, and how empowering students to understand and articulate their learning can dramatically boost their achievement.

Visible Learning Blog Series:

This series explores the top influences on student achievement from John Hattie's Visible Learning research, highlighting practical ways educators can harness each factor to make a meaningful impact.

1. Collective Teacher Efficacy (1.57) – Belief that together we can succeed (You Are Here)

2. Self-Reported Grades (1.33) – Students predict their own success

3. Teacher Estimates of Achievement (1.29) – Judging student potential accurately

4. Response to Intervention (1.29) – Targeted support for learning gaps

5. Piagetian Programs (1.28) – Teaching aligned with developmental stages

6. Conceptual Change Programs (0.99) – Correcting misconceptions through new learning

7. Prior Ability (0.94) – The impact of what students already know

8. Strategy to Integrate with Prior Knowledge (0.93) – Linking new learning to existing knowledge

9. Self-Efficacy (0.92) – Students' belief in their own abilities

10. Teacher Credibility (0.90) – Building trust and respect with students

11. Micro-Teaching (0.88) – Enhancing practice through focused feedback

12. Classroom Discussion (0.82) – Learning through talk and dialogue

13. Comprehensive Interventions for Learning Disabled Students (0.77) – Tailored support for learning needs

14. Teacher-Student Relationships (0.72) – Strengthening connections for better learning

15. Spaced vs Massed Practice (0.71) – Boosting memory through spaced learning

16. Meta-Cognitive Strategies (0.69) – Helping students think about their thinking

17. Acceleration (0.68) – Fast-tracking capable learners

18. Classroom Management (0.68) – Creating the conditions for success

19. Vocabulary Programs (0.67) – Building the language of learning

20. Repeated Reading Programs (0.67) – Strengthening reading fluency and comprehension

Next up: Self-Reported Grades, looking at how students' ability to assess their own learning can support motivation, ownership, and progress when used with care and clarity.