Purpose: Collective efficacy (CE)—a group’s belief in its capabilities to organize and execute courses of action required to reach a goal—is an important organizational property because it facilitates goal attainment. The purpose of this sequential explanatory mixed-methods study was (1) to affirm the link between CE and student achievement, (2) to understand the antecedents of CE, and (3) to illustrate how school leaders shape conditions to promote CE. Research Methods/Approach: Using statewide data drawn from a stratified random sample of schools, analyses were conducted utilizing hierarchical generalized linear modeling. To probe the relationship between CE and student achievement, two high-poverty schools, differentiated by levels of CE and student performance, were selected for case studies. Findings: Quantitative results confirm CE was related to fourth-grade students’ odds of passing state standardized assessments in reading and mathematics. Case studies revealed principals created structures that enhanced instructional program coherence, which may have enriched CE. Implications: These findings underscore the importance in leadership in supporting CE. Specifically, leaders foster the conditions to enact an instructional framework that serves as an opportunity to not only build CE but also articulate CE beliefs.

中文翻译：

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建立连贯性：集体效能、社会背景以及领导者如何塑造教师工作的调查

目的：集体效能（CE）——一个群体对其组织和执行实现目标所需行动的能力的信念——是一个重要的组织属性，因为它有助于实现目标。这项顺序解释性混合方法研究的目的是 (1) 确认 CE 与学生成绩之间的联系，(2) 了解 CE 的前因，以及 (3) 说明学校领导如何塑造促进 CE 的条件。研究方法/方法：使用从学校分层随机样本中提取的全州数据，利用分层广义线性模型进行分析。为了探究 CE 与学生成绩之间的关系，选择了两所根据 CE 水平和学生表现进行区分的高贫困学校进行案例研究。发现：定量结果证实 CE 与四年级学生在阅读和数学方面通过州标准化评估的几率有关。案例研究表明，校长创建了增强教学计划连贯性的结构，这可能丰富了 CE。启示：这些发现强调了领导力在支持 CE 方面的重要性。具体而言，领导者培养制定教学框架的条件，该框架不仅可以作为建立 CE 的机会，而且还可以阐明 CE 信念。