Muhammet Emin TURKOGLU1, Ramazan CANSOY2, AND Hanifi PARLAR3
1Afyon Kocatepe University, Afyonkarahisar, TURKEY
2Karabuk University, Karabuk, TURKEY
3Istanbul Ticaret University, TURKEY
DOI: 10.14689/ejer.2021.94.8
ABSTRACT
Purpose: The purpose of this study was to examine the relationships between organisational socialisation, collaborative culture in schools, and collective teacher efficacy. Research Methods: For data collection in this study cross-sectional surveys were used. The sample consisted of 840 teachers. Three scales were used to collect the data: the Collective Teacher Efficacy Scale, Collaborative Culture in Schools Scale, and Organisational Socialisation Scale. Findings: The study findings indicated the existence of both direct and indirect relationships between organisational socialisation, collaborative culture in schools, and collective teacher efficacy. These relationships were positive and statistically significant. According to the findings, as organisational socialisation increased, collaborative culture and collective teacher efficacy levels also increased. Additionally, collaborative culture played a mediating role between organisational socialisation and collective teacher efficacy.
Implications for Research and Practice: The study shows that collaboration between stakeholders, such as principals and teachers in schools, helps improve collective teacher efficacy. Qualified group work in schools facilitates both organisational socialisation as well as collective teacher efficacy.
Keywords: Self-efficacy, working conditions, collaboration, supportive climate.