The Study of the Role of School Solidarity as the Prior of Collective Efficacy of Teachers

The role of collective efficacy is important in efficiency and effectiveness of school. The Results of the previous studies indicate that collective efficacy of teachers have been influenced by direct and indirect variables such as transformational leadership, self efficacy and school culture. So far no research on the effects of school characteristics on teacher collective efficacy has been done. The purpose of this study was to investigate the role of the main character of the school as a school solidarity on teacher’s collective efficacy. For this purpose, through using correlation method (non-experimental), 120 teachers in secondary school who were randomly selected from city of Karaj completed questionnaires related to school solidarity and teacher’s collective efficacy. The research hypothesis was tested by Pearson correlation and the regression analysis for them has been answered one by one. The results showed that from the main features of the school, appropriateness of the curriculum with school needs is most relevant to the collective efficacy of teachers. The findings also showed a positive relationship between school solidarity and collective efficacy of teacher. Moreover, the answer to the research question showed that 53% of the variance in collective teacher efficacy can determine the school solidarity as main character of the school.