There has been considerable research into what happens within schools to promote and support student learning however, there has been less research into how collective teacher efficacy affects student achievement in subject departments in secondary schools. This study explores the drivers, prevalence and impact of collective teacher efficacy on learning gain in subjects in the NSW external examination, the Higher School Certificate. In this research a case study methodology is adopted and includes both quantitative and qualitative data and involves both data from teachers and students. The findings were, that in subjects where there was high learning gain, there was a high prevalence of collective teacher efficacy. It was also found that the drivers of collective teacher efficacy were positive classroom environments, positive teacher relationships, high learning expectations, explicit teaching, ongoing evaluation of teaching practice and assessment, supportive leadership at the whole school and subject department level, consistent teacher practice. In the school that had the most subjects with high learning gain there was a consistent school-wide pedagogy that was supported by both teachers and students as well as consistent whole school professional learning across all subject areas. This study is unique because it changes the narrative from just a focus on student achievement to student learning gain which reflects the impact not only on the teaching to the effect of internal motivation by both students and teachers.

Authors:
Deborah Buscall, University of Newcastle, Australia

About the Presenter(s)
Deborah Louise Buscall is currently Principal of Learning Transformation Consultancy in NSW, Australia. She is in the final stages of submitting her PHD Research into the effect of collective teacher efficacy on student achievement.

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