A preliminary investigation of collective teacher efficacy and student hope: Understanding the role of student-teacher relationships

Crystal I. Bryce, Kristen L. Granger, Ashley M. Fraser

Research output: Contribution to journalArticlepeer-review

Abstract

Although researchers have documented the importance of school culture and the student-teacher relationship for academic success, limited work addresses how the collective efficacy of teachers within a school and student-teacher relationships may interact to predict student cognitive-motivational skills such as hope. Because hope is influential to students’ academic success, the current study investigated these relations among middle school students (n = 297; 47% female; 56% White) and their homeroom teachers (n = 17; 88% female; 71% White). Results from a cross-level interaction model showed positive direct effects from collective teacher efficacy and student-teacher relationship to student hope, and an interaction effect; collective efficacy was related to higher student hope under the condition of a higher-quality student-teacher relationship. Findings highlight the relations of teacher-level factors and student hope during middle school, a critically important period for academic development. Further, findings highlight how addressing school culture, and individual-level training for teachers, may be important avenues for promoting student hope.

Original languageEnglish (US)
Pages (from-to)1307-1323
Number of pages17
JournalSocial Psychology of Education
Volume25
Issue number6
DOIs
StatePublished - Dec 2022
Externally publishedYes

Keywords

  • Collective teacher efficacy
  • Hope
  • Middle school
  • Student-teacher relationships

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

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