Resumo

GUERREIRO-CASANOVA, Daniela Couto. School collective efficacy: contributions from the beliefs of teachers and principals. Psicol. Ensino & Form. [online]. 2014, vol.5, n.2, pp. 60-80. ISSN 2177-2061.

The personal and collective efficacy beliefs of principals and teachers have been associated with school success. Through their mediating roles, these beliefs have contributed to the development of instructional and interpersonal tasks, among others. 201 educators belonging to the São Paulo State public educational system participated in this study, in which the relationships between the self-efficacy beliefs of the principals, teachers, and school collective were analyzed. Variables concerning personal characteristics, teaching activities, and context were taken into consideration. By multivariate linear regression, it was verified that self-efficacy, infrastructure, and the training of teachers could explain the school collective efficacy. The results highlight the importance of the variables concerning context in the increment of principals' and teachers' beliefs in self-efficacy and, consequently, in making contributions towards promoting school education.

Palavras-chave : Self-efficacy; Collective efficacy; High school; Social vulnerability.

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