SciELO - Scientific Electronic Library Online

 
vol.29 número2Religiosidade, Espiritualidade e Saúde Mental: da conceptualização, à relação e às orientações para a integração (revisão teórica)A prevalência do transtorno do déficit de atenção e hiperatividade (tdah): uma revisão de literatura índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • No hay articulos similaresSimilares en SciELO

Compartir


Psicologia

versión impresa ISSN 0874-2049

Resumen

RAMOS, Maély Holanda; SILVA, Simone Souza  y  PONTES, Fernando Ramos. Overview of research on teacher's collective efficacy beliefs. Psicologia [online]. 2015, vol.29, n.2, pp.33-46. ISSN 0874-2049.  https://doi.org/10.17575/rpsicol.v29i2.1012.

Teacher collective efficacy refers to the beliefs of a teacher regarding the capacity of group members to succeed in a particular pedagogical action. This article aims to make an overview of research on collective efficacy of teachers in a social cognitive perspective framed by the Social Cognitive Theory of Albert Bandura. A total of 30 articles were analyzed resulting from searches in the databases of the CAPES-Journals from 2000 to 2014. For data analysis, we applied the study of networks relations to identify the connections among the variables investigated on the articles through graphs. Results indicate that in those papers some variables were most often related to collective efficacy, namely: teachehs self-efficacy, student performance and socioeconomic status. This indicates that these variables can influence collective efficacy. It was observed that the studies indicate a reciprocal influence between self-efficacy and collective efficacy. This suggests that, even if different constructs, these variables are interdependent.

Palabras clave : Collective efficacy; Teachers; Systematic Review.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons