Useful synonyms include potency and influence. Self-efficacy is shown in attitudes and behaviours: those with high self-efficacy approach a task in the belief that they will succeed; those with low self-efficacy believe they are relatively powerless to influence outcomes; in a sense, they ‘accept their lot’. Self-efficacy theory has had considerable influence on clinical practice (e.g. in changing lifestyle habits) but is increasingly recognised by educators, particularly after Rachel Eells (2011) and later John Hattie identified a collective sense of efficacy amongst school staff as the factor most likely to influence learning outcomes (Collective Teacher Efficacy, ES = 1.57). James Nottingham mentioned self-efficacy in his first book, Challenging Learning (2010). Since then, he and his team have been working on developing strategies to enhance self-efficacy, and now collective teacher efficacy.
Suitable for teachers, leaders and support staff working with students between the ages of 3-19, we can help you to:
- Understand the differences between self-esteem and self-efficacy
- Look at ways in which feedback can help to build self-efficacy
- Identify which of the three main types of praise is counter-productive; which is neutral; and which can make a positive contribution towards self-efficacy
- Collect the evidence needed to show students and their parents that your staff are helping them to make significant progress, and in so doing build collective efficacy
- Move from a performance focus to a learning orientation (an emphasis on progress rather than grades) so as to enhance collective efficacy